Search Results (56)

Background: History-taking is a core clinical competency in Korean medicine diagnostics, but conventional training methods such as peer role-play and standardized patient-based education have limitations in providing repeated, individualized, and scalable practice opportunities. This study aimed to evaluate the feasibility and educational value of a two-session AI chatbot-based history-taking practicum with automated feedback in Korean medicine diagnostics. Methods: This prospective single-arm repeated-measures educational study was conducted with fourth-year students at the College of Korean Medicine, Dongguk University, in May and June 2026. A total of 76 students participated in two chatbot-assisted history-taking sessions using dizziness and shoulder pain scenarios. Students completed surveys on baseline AI familiarity, chatbot experience, usability, and self-efficacy. Self-efficacy was assessed at three time points: before the first session, after the first session, and after the second session. Chatbot-generated feedback scores were compared between session 1 and 2 for each scenario using paired complete-case analyses. Open-ended responses were descriptively categorized. Results: Students rated the chatbot-based practicum positively in terms of active participation, perceived usefulness, accessibility, and convenience. Item-level self-efficacy analysis showed significant time effects in two domains: planning the conversation, and closing the conversation appropriately. The overall mean self-efficacy score gradually increased from 3.739 ± 0.546 before the first session to 3.887 ± 0.591 after the second session; however, the overall time effect did not reach statistical significance. Chatbot-generated feedback scores showed scenario-dependent patterns. Scores for the shoulder pain scenario increased from session 1 to session 2 before adjustment, but this change did not remain significant after Holm correction; scores for the dizziness scenario showed a non-significant decreasing trend. Open-ended responses indicated that students valued repeated practice and immediate feedback, while also noting limitations related to feedback accuracy, realism of patient responses, and the lack of physical examination or multimodal diagnostic information. Conclusions: The chatbot-assisted practicum was feasible and favorably perceived by students, with selected item-level changes and a modest non-significant upward trend in overall self-efficacy in this exploratory educational study. These findings support the potential role of AI chatbot-based simulation as a supplementary, scalable tool for repeated history-taking practice and formative feedback, rather than as a replacement for performance-based clinical skills training. Given the single-arm design and reliance on learner-reported outcomes, these findings should be interpreted as exploratory. Future controlled studies should incorporate objective performance outcomes, expert-validated automated scoring, non-AI comparison groups, and more realistic multimodal clinical scenarios to determine the educational effectiveness of chatbot-assisted history-taking training. Full article

Background: During the recent COVID-19 pandemic, nursing students faced heightened infection risks during clinical practicum while managing significant psychological demands. However, factors predicting the preventive practices of future healthcare professionals remain poorly understood. Methods: This cross-sectional study examined 261 nursing students on COVID-19 knowledge, attitudes, practices, psychological distress, self-efficacy, and resilience during the fourth wave of the COVID-19 pandemic in South Korea. Grounded in the Knowledge–Attitudes–Practice (KAP) framework, hierarchical multiple regression analysis was conducted to identify predictors of preventive practice behaviors. Results: Depressive symptoms (β = 0.27, p = 0.023) and resilience (β = 0.29, p < 0.001) were significantly positive predictors of COVID-19 preventive practice. Conclusions: Resilience emerged as the strongest predictor of COVID-19 preventive practice among nursing students, highlighting the importance of psychological resources in sustaining infection prevention behaviors. Nursing education programs should incorporate resilience-building strategies to strengthen pandemic preparedness and clinical readiness among future healthcare professionals. Full article

Nursing students in their training process often suffer from anxiety due to stressful situations, and emotional intelligence can help them to manage these situations. The aim of this study is to analyse the associations between the dimensions of perceived emotional intelligence and anxiety in students undergoing their training cycles in different special services in order to check if there are differences between them. It is an observational, cross-sectional and correlational study with a sample of 85 nursing students who had not received training in emotional intelligence. Two measurement instruments were used: the Trait-State Anxiety Inventory (STAI) to assess anxiety and the Trait Meta-Mood Scale (TMMS-24) to measure EI. Data were analysed using Pearson’s coefficient when the distribution was normal, and Spearman’s coefficient in the non-normal distribution. The results showed in the group—ER-Emergency and Oncology—there was a significant negative relationship between state and trait anxiety and emotional understanding and regulation. In contrast, in the Primary Care setting there was also a positive relationship between emotional perception and trait anxiety. The study concludes that nursing students who understand and manage their emotions may have a lower risk of anxiety. Furthermore, if they identify emotions appropriately, the risk of suffering from anxiety in the long term may be lower. This finding was observed when the student did the internship in Primary Care. So there is a difference depending on the clinical context. Full article

Background/Objective: Nursing students commonly use social networking sites during clinical practicums, and excessive use may interfere with their attention, performance, and training during clinical placements. However, the relationship between problematic social networking use, perceived stress, distraction, and self-management of activities during clinical practice among nursing students has not been explored in depth. The aim of this study was to analyze the relationship between problematic use of social networking sites, perceived stress, smartphone-related distraction, and self-management among nursing students during clinical practicums. Methods: A cross-sectional design was carried out. The sample consisted of 340 nursing students. Data were collected between September and November 2025 using a sociodemographic form, the WhatsApp Negative Impact Scale, Perceived Stress Scale, Distraction Smartphone Use during Clinical Practice Scale, and Self-Control and Self-Management Scale. The data were analyzed using SPSS 28. Regression analysis was performed to define the factor of the problematic use of social networks and the relationship between the scales. The STROBE Checklist was used when preparing the manuscript. Results: A positive relationship was found between problematic social networks use and perceived stress (p < 0.001) and distraction (p < 0.001), and there was a negative relationship with self-management (p < 0.001). A negative relationship was found between perceived stress and self-management (p < 0.001). After regression analysis, more problematic social network use consisted of those who spent more time daily using the smartphone (p < 0.001), had more distraction associated with smartphone use during clinical practicum (p < 0.001), had more perceived stress (p < 0.001), those whose last place performing the practicum was the hospital (p = 0.006), and those whose sex was male (p = 0.026). Conclusions: The results obtained from this study indicated an association between problematic Social networksuse and increased perceived stress and distraction, as well as decreased self-management activities during clinical practicum. In line with these findings, perceived stress was negatively associated with self-management; nursing students reporting lower perceived stress also reported a greater capacity for self-management of clinical activities. Full article

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 study aimed to develop an immersive virtual reality (VR) program and conduct preliminary evaluation of its feasibility and learner perception for enhancing nursing students’ clinical practicum education. The VR program was designed using the ADDIE model (analysis, design, development, implementation, and evaluation) and implemented on the UNITY 3D platform. Expert evaluation was conducted through a VR application, and its effectiveness was further assessed among 25 fourth-year nursing students in terms of immersion, presence, and satisfaction. The expert evaluation yielded a mean score of 6.54 out of 7, indicating acceptable content validity. Among learners, evaluation demonstrated immersion at 42.28 ± 2.37 out of 50 (95% CI: 41.30–43.26), presence at 81.36 ± 7.32 out of 95 (95% CI: 78.34–84.38), and satisfaction at 13.48 ± 1.26 out of 15 (95% CI: 12.96–14.00). Overall, the developed VR program demonstrated acceptable expert validity and positive learner perceptions. These preliminary findings suggest feasibility as a supplementary practicum. However, the single-group design without control comparison and reliance on self-reported measures preclude conclusions about educational effectiveness. Full article

Background: Mental health problems are increasingly common among children and adolescents, making schools a key setting for health promotion. Nurses can play a central role in prevention and support, but in Chile, the role of the school nurse has not yet been formally established. Understanding nursing students’ experiences in school-based mental health promotion can inform curriculum development and strengthen professional identity. Methods: A qualitative study with a phenomenological approach was conducted with third-year nursing students enrolled in a mental health course (N = 64). Data was collected through six individual interviews and one focus group, transcribed verbatim and analyzed using ATLAS.ti 25.0.1^®. To ensure rigor, the study was guided by the Consolidated Criteria for Reporting Qualitative Research (COREQ), and trustworthiness was ensured following Lincoln and Guba’s criteria. Results: Five main categories emerged: nursing’s role in mental health promotion; perceptions of health promotion as prevention; use of the educational process, with difficulties in formulating objectives; perceived self-efficacy, marked by initial uncertainty in working with children; and experiences in implementing projects, including reflections on the professional role, mixed feelings, facilitators, barriers, and coping strategies. Facilitators included faculty support, teacher collaboration, and group cohesion, while barriers were related to limited experience, challenges in managing children, and external conditions such as noise and unsuitable classroom conditions. Conclusions: School-based practicums in mental health promotion are valuable opportunities to integrate theory and practice, strengthen professional identity, and develop communication. Strengthening undergraduate curricula with systematic training in these areas is essential for preparing nurses for their role in school and community health. Integrating these experiences into clinical and assistive practice can enhance early detection, interprofessional collaboration, and the promotion of healthier school environments. Full article

Objective: This longitudinal study examined how preceptors’ perceived difficulty and role performance in instructing newly graduated nurses impacted by restricted clinical practicum opportunities because of COVID-19 impact their mental health outcomes, including stressors, burnout, and turnover intention. Methods: The study surveyed 426 preceptors responsible for newly graduated nurses across 39 hospitals during fiscal year 2022. Data were collected at three time points: June, September, and December 2022. The questionnaire assessed personal attributes, perceived instructional difficulty (PID) due to limited clinical practice, self-rated preceptor role performance, nursing job stressors, burnout, and intention to resign. Two-way ANOVA was conducted to analyze the effects of perceived difficulty (high/low) and role performance (high/low) on mental health indicators. Results: Seventy-six preceptors (6 males, 70 females) completed all three surveys. In June 2022, preceptors reporting high perceived difficulty demonstrated significantly higher scores in role performance subscales, including “goal achievement and accident prevention” and “continuation of instruction with cooperation.” Significant main effects of perceived difficulty and role performance were observed on stressors such as role conflict, physician conflict, and death-related stress, as well as on burnout dimensions such as emotional exhaustion and personal accomplishment. By December, significant interaction effects emerged for outcomes related to “intention to quit nursing” and “desire to change departments.” Conclusions: Preceptors’ PID and role performance significantly influence their stress, burnout, and turnover intentions. Those experiencing both high difficulty and high role performance experience increased psychological burdens. This underscores the importance of targeted mental health support for preceptors. Full article

Background: As population aging accelerates, the demand for professionals in older adult care continues to rise. Traditional teaching methods often fail to improve students’ willingness to serve older adults or foster teamwork. This study evaluated the effects of integrating a flipped classroom with project-based learning (PBL) and a hands-on clinical practicum into a health internship course. Methods: A mixed-methods design was adopted. Participants included 88 interdisciplinary university students enrolled in an 18-week, two-credit geriatric health internship course offered at a university in central Taiwan from August 2023 to July 2024. The course combined flipped classroom and PBL approaches, as well as clinical practicum activities. Data on willingness to serve older adults, teamwork skills, and learning outcomes were collected using structured questionnaires and analyzed with paired t-tests. Results: Significant improvements were found in willingness (from 68.93 to 73.15), teamwork (67.33 to 71.45), and learning outcomes (89.84 to 102.14) (p = 0.001). Qualitative findings further revealed increased empathy, improved teamwork, and enhanced ability to apply knowledge in real-world contexts. Conclusions: A teaching approach that integrates a flipped classroom, PBL, and a clinical practicum can effectively enhance students’ competencies in older adult care. Future research should explore long-term and cross-cultural impacts. Full article

Background/Objectives: Clinical simulation-based training has become established as an effective strategy to improve healthcare quality and patient safety. This pre–post observational study presents an innovative experience implemented at the Catalan Health Institute (ICS) through the evaluation of a training intervention based on Simulated Clinical Stations in Quality and Patient Safety. The main objective is to improve the competencies of Primary Care Teams (PCT) professionals in managing critical and urgent situations and to assess the impact of the intervention on knowledge and satisfaction using an immersive methodology based in active practice. Methods: More than 8.916 professionals participated in 285 training sessions at the Balmes Primary Care Center (CAP Balmes) simulation center (Barcelona). Knowledge data were collected before and after the training, along with satisfaction levels, showing significant improvement. Results: The analyses show a significant improvement in the knowledge acquired and a high level of participant satisfaction, reinforcing the value of clinical simulation as a key training tool. Conclusions: The study reinforces clinical simulation as an essential, scalable, and adaptable educational tool across different healthcare settings, establishing itself as a key resource for the continuous training of healthcare professionals. Full article

Background: Nursing students’ readiness for clinical practicums is critical to nursing education. Concerns about students’ preparedness for clinical courses have emerged due to increased student-to-educator ratios and limited hands-on practice time. Moreover, feedback from clinical instructors reveals that many student nurses lack the necessary knowledge and skills for patient care, thereby raising questions about their readiness for clinical practicum. Purpose: This study investigates undergraduate nursing students’ readiness for clinical practicum in the UAE by examining their perspectives, the variation in clinical study plans across different contexts, and the evidence gathered from clinical evaluations. Methodology: A case study design was adopted, utilizing semi-structured interviews with 13 nursing students from a UAE nursing college. Additionally, two types of document analysis were conducted. First, 11 nursing curricula from high-ranking universities were analyzed to compare whether students received adequate laboratory courses for their clinical practicum. Second, 217 clinical evaluation reports from third- and fourth-year nursing students across 4 campuses of the UAE nursing college were reviewed. Findings: The study identified two key themes from the interviews: incomplete readiness for clinical practicum and the factors contributing to this incomplete readiness. Document analysis revealed that, unlike many American and Australian institutions, most universities lacked co-requisite laboratory courses. Clinical evaluation reports highlighted that some students, particularly in their fourth year, were inadequately prepared for clinical practice due to deficiencies in both clinical skills and theoretical knowledge. Conclusions: The findings indicate that many nursing students felt only partially prepared for their practicum, negatively impacting their confidence and competency. Moreover, adopting the American and Australian approach of pairing practicum courses with laboratory courses may better prepare students for clinical practicum. Recommendations for future research have been outlined. Full article

The evaluation of the competencies corresponding to the different professional profiles of future nursing graduates is fundamental to their training. In this regard, students’ self-evaluation must be part of their training. This study aimed to develop and psychometrically test the Perceived Self-Efficacy in Nursing Competencies (PSENC) Scale. This study was conducted in two phases: selecting and adjusting items and assessing the instrument’s psychometric properties. A sample of 1416 students completed the scale online. Exploratory factor and confirmatory factor analyses were conducted. Inferential analysis was carried out. The exploratory factor analysis of the PSENC scale with 20 items resulted in five factors (76.3% of variance). All factors showed Cronbach’s alpha coefficients > 0.70. The confirmatory factor analysis measurement model showed satisfactory and adequate goodness-of-fit indices. The developed scale showed the psychometric adequacy and usefulness to the self-assessment of nursing students regarding their self-efficacy expectations in competencies during their clinical practicum. This study was not registered. Full article

This qualitative study explored the experiences of nursing students whose clinical practice in mental health nursing had been substituted with virtual simulation programs due to the COVID-19 pandemic. The participants were ten nursing students who had undergone a virtual simulation program-centered practice, replacing the traditional clinical practice in mental health nursing and previous clinical practice in mental health nursing. The data were collected through in-depth individual interviews from January to February 2021. Following Braun and Clarke’s method, the thematic analysis identified five themes and ten sub-themes. The five themes included the following: (1) lack of vibrancy in the actual clinical setting, (2) limited direct and indirect practical experience, (3) performing diverse roles in a virtual setting, (4) learner-directed practicum, and (5) sense of relief due to a safe virtual practicum environment. The participants recognized the limitations of the practice, particularly regarding communication with patients with mental disorders in the virtual simulation program. However, their perception of nursing underwent a positive change through the indirect clinical practice experience. Accordingly, it is necessary to develop a platform for the mental health nursing practicum that can easily interact with clients and to establish a hybrid practice that combines the clinical practice and virtual simulation practice. Full article

This study aims to develop and evaluate the effectiveness of nursing practice education using mobile learning or m-learning for nursing students. A nonequivalent control group post-test design was used. Overall, 42 nursing students participated in the study. A three-week nursing practice education program was developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The course was implemented on the basis of Gagne’s nine instructional situations. The findings demonstrated improvements in clinical competency (t = 7.44, p < 0.001) and problem solving (t = 2.29, p = 0.028). Accordingly, the study recommends introducing m-learning in nursing practice education using tablet PCs, as part of a newer nursing practicum training strategy that takes into account the factors identified in this study. It is also suggested that a continuous m-learning approach and development plan for nursing students be prepared to achieve technically advanced nursing practice education. Full article

Clinical practice is an important educational tool for nursing students, and their emotions during clinical practice should be accurately understood. This study aimed to develop and verify the validity and reliability of a clinical practicum transition shock scale (CPT-shock) to measure Korean nursing students’ emotional responses when transitioning from a theoretical learning process to clinical practice. This research design was a methodological study and the content, construct, criterion validity, and reliability of the items were verified. Content validity was evaluated by seven experts. The preliminary survey was conducted on 24 nursing students, and the factor analysis was conducted on 331 nursing students in various regions of Korea. Confirmatory factor analysis confirmed the model fit (χ²/df = 1.741, GFI = 0.930, AGFI = 0.902, NFI = 0.869, TLI = 0.923, CFI = 0.938, RMR = 0.035, RMSEA = 0.047) and established discrimination and convergence validity. Positive and negative correlations were found with existing transition shock (r = 0.779) and clinical practice adaptation (r = −0.505), respectively (p < 0.001), thus establishing criterion validity. The reliability was good, with a Cronbach’s α of 0.85. The clinical practicum transition shock scale reflects nursing students’ practice environment and is expected to accurately measure nursing students’ unique emotional shock. Full article