Jul 2026· Annual International Computer Software and Applications Conference· pp. 3017-3021· 0 citations· 22 references
Abstract
Rapid digital healthcare transformation adds complex new technological role expectations to nursing, in addition to extensive clinical and holistic care expertise. Nursing education must expand to accommodate substantive new technologies involved in contemporary healthcare services, but knowledge of digital preparedness and impacts on nursing identity and leadership is lacking. This study explores the potential of a playful reflective workshop to explore innovative pedagogical techniques' ability to improve nursing learners' attainment of educational goals and satisfaction, based on a pilot study among 16 nursing students. The findings indicate that participants found digital transformation to be a useful support mechanism for nursing care and education, with high scores for participation, creativity, and depth of reflection. The majority found the workshop meaningful and useful for improving their confidence in using tools/approaches, feeling more prepared, and having improved understanding, with less support for its positive role in leadership identity.
This exploratory qualitative study aimed to explore nursing students' experiences and perspectives regarding collaborative technology-based assignments included in the "technology use in nursing" course, as well as their perceived contributions to personal and academic development.
The study underscores the importance of aligning theoretical instruction with clinical practice through stronger supervision, availability of clinical materials, and improved collaboration between training schools and clinical sites to enhance student competence and contribute to quality nursing care in Zambia.
Sarah Banda, Lonia Mwape, C. Ngoma· Texila international journal...· 0 citations
Overall, role-play was perceived as an effective pedagogical strategy for developing therapeutic communication skills among first-year nursing students and addressing identified challenges through supportive learning environments and structured assessment approaches may further enhance its effectiveness in nursing education.
Mariyam Hudha· The Maldives National Journa...· 0 citations
Introduction: The integration of Evidence-Based Practice (EBP) into nursing education faces challenges in linking theory to clinical application in complex family health contexts. Students struggle with efficiently accessing, appraising, and applying evidence influenced by sociocultural factors. Artificial intelligence (AI) offers transformative potential but requires pedagogical design to foster critical thinking and ethical use beyond technical skills.Method: An action research with mixed methods was conducted with 100 nursing students. The intervention had four phases: participatory family diagnosis, AI-assisted evidence retrieval and validation, community educational workshops design and execution, and multi-level evaluation.Results: A significant shift in AI use from basic to strategic, with a 40% reduction in literature search time. Qualitative data revealed enhanced critical awareness and ethical reasoning, while quantitative results indicated 90% of students improved critical appraisal skills and 70% felt more confident in evidence-based decisions. The project impacted 100 families, with 90% trusting evidence-based recommendations.Conclusions: Integrating AI in experiential pedagogies like Design Thinking and Service-Learning effectively develops nursing competencies, ensuring technology adoption supports context-sensitive family health learning outcomes.
Maria Graciela Villalba-Condori, Carla Cuya-Zevallos· Publicaciones· 0 citations
Background Spiritual care is a fundamental yet often under-addressed component of holistic nursing, with nurses and nursing students globally reporting limited competency. Traditional education models face challenges in accessibility, scalability, and pedagogical depth. While digital technologies offer transformative potential for learning, the evidence regarding their application and effectiveness in spiritual care education remains fragmented and insufficiently synthesized. Objective This scoping review aims to systematically map the existing literature on the use of digital technologies in spiritual care education and training specifically for nurses and nursing students. Methods The review will be conducted following the Joanna Briggs Institute (JBI) methodology for scoping reviews and reported per the PRISMA-ScR guidelines. A comprehensive search will be performed across multiple databases (e.g., MEDLINE, CINAHL, PsycINFO, Web of Science, Scopus, CNKI, WanFang) from inception, supplemented by grey literature searches. Two independent reviewers will screen records, select studies, and extract data using a standardized form. We will include empirical studies focusing on digital interventions (e.g., online courses, mobile apps, virtual simulations) designed to develop spiritual care competency in the target population. Data will be analyzed using descriptive statistics and thematic analysis. Anticipated results The review will generate a comprehensive map and classification of existing digital spiritual education interventions, detailing their technological characteristics, pedagogical strategies, outcome measures, and implementation facilitators and barriers. It is expected to identify key evidence gaps and inconsistencies in the field. For example, we anticipate identifying virtual simulation, online modules, and mobile apps as the most common categories. Significance This will be the first scoping review to systematically consolidate evidence on digital spiritual education for nurses. The findings will provide a foundational resource to inform the future design, implementation, and evaluation of theoretically grounded, effective, and scalable digital training models, ultimately aiming to enhance spiritual care competence in nursing practice. Systematic review registration OSF registration number: https://doi.org/10.17605/OSF.IO/7VNHF.
Peiyu Sun, Ya Shi, Guo Chen et al.· PLoS ONE· 0 citations
The effectiveness of a structured project planning course in enhancing nursing students' individual innovativeness, especially in areas such as opinion leadership and risk-taking, is demonstrated.
M. Tunçer, Nurten Özen· Nurse Education Today· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
