Jan 2026· Journal of Nursing Management· Vol 2026· 0 citations· 51 references
Medicine
TL;DR
The #Evidencer Project, self‐directed online training in EBP was well regarded for its accessibility, flexibility, and quality, but participants perceived it as insufficient as a standalone strategy for comprehensive EBP implementation.
Abstract
Background Evidence‐based practice (EBP) is essential for improving the quality of care and health outcomes. Despite its importance, nurses’ competence in EBP remains limited, emphasizing the need for more effective training strategies. Aim This study aimed to explore the learning expectations and experiences of clinical nurses who took part in the #Evidencer Project, a self‐directed online course on EBP. Method A qualitative approach was used, applying reflexive thematic analysis. Participants were experienced clinical (Hospital Care n = 10, Primary Care n = 5) nurses who had completed a 72‐h free online training course on EBP. The participants had heterogeneous educational backgrounds (generalist nurses, n = 4; specialist nurses, n = 3; master’s degree, n = 6; doctorate, n = 2). Semistructured virtual interviews were conducted and analyzed following Braun and Clarke’s method. The MAXQDA 24 software supported the analysis process. Trustworthiness was ensured through a collaborative and reflective coding process carried out by two researchers, an audit trail, triangulation with existing literature, and explicit attention to researcher reflexivity. Results A total of 15 nurses participated in the study. Three main themes emerged: (1) motivation and expectations: motivation was primarily intrinsic, driven by personal interest in EBP, the need for professional development, and their roles as student tutors; (2) experience with the training: participants positively evaluated the clarity, flexibility, quality of the content, and nursing‐adapted design, although areas for improvement were identified, such as the need for tutoring and better support for complex content; (3) EBP worldview: a partial understanding of the EBP process was noted, focused on the initial phases (steps 0–2: problem identification and evidence search), with greater difficulty in the advanced phases (steps 3–6: critical appraisal, implementation, evaluation, and dissemination). Added to this was the confusion between research and EBP. Conclusion The #Evidencer Project, self‐directed online training in EBP was well regarded for its accessibility, flexibility, and quality, but participants perceived it as insufficient as a standalone strategy for comprehensive EBP implementation. The nurses indicated a need for institutional support for the comprehensive application of EBP, highlighting the importance of training strategies integrated within the clinical context and backed by the institutions.
Online collaborative learning may support nurses' EBP learning by integrating clinical experience with theoretical knowledge and effective design and facilitation are essential to enhance engagement and outcomes.
The findings suggest that targeted, interprofessional education may support the development of role identity and legitimacy for ACP among allied health professionals and generalist nurses.
W. Kinton, L. Chilman, C. Joyce et al.· Journal of Continuing Educat...· 0 citations
Obstetric and gynaecologic clinical practice may expose nursing students to emotionally demanding situations and complex care interactions that shape emerging professional identity and confidence.
The aim of this study was to explore nursing students’ care experiences during their obstetric and gynaecologic clinical practice.
A qualitative descriptive design was used. All eligible third-year nursing students who had participated in obstetric and gynaecologic clinical practice for the first time were recruited for the study. Data were collected through written reflective care stories at the end of the rotation. Narratives from 35 students were analysed using qualitative content analysis, following Graneheim and Lundman.
Four main themes emerged from the students’ narratives: (1) Professional identity questioning and humanistic care orientation, (2) Self-discovery and understanding nursing beyond tasks, (3) Struggles and barriers in providing emotional support, and (4) Satisfaction with the care offered and perceived self-efficacy. Students described reflecting on the kind of nurse they aspired to become, recognizing the importance of emotional presence alongside technical care, experiencing uncertainty in highly sensitive situations and reporting satisfaction with the care they offered and a sense of perceived self-efficacy when they addressed patient needs through education, problem-solving, and supportive presence.
Clinical learning environments and role modelling may influence students’ professional socialization in obstetrics and gynaecologic settings. The findings may inform educational approaches involving communication skills training, supervised reflective learning, and guidance for emotionally challenging encounters, which may support students’ perceived confidence in providing compassionate, person-centred and holistic care.
Introduction Interprofessional collaboration between nurses and physicians is essential for effective patient care, safe clinical workflows, and patient-centered outcomes. Despite its importance, interprofessional knowledge is insufficiently integrated into German medical education, potentially limiting students’ readiness for collaborative practice and their understanding of professional roles in clinical settings. This study explored how medical students perceive nurses’ work, nursing-related learning experiences, and interprofessional collaboration and Role Understanding within undergraduate medical education. Methods Fourteen medical students (1st–6th year) at the University of Magdeburg participated in semi-structured interviews recruited using purposive sampling to ensure variation across study years. Transcripts were analyzed using Mayring’s qualitative content analysis to identify categories and themes. Analytical rigor was ensured through independent coding and interdisciplinary validation in a research workshop. Results Seven themes were identified: Interprofessional Collaboration and Role Understanding, First Clinical Experiences, Nursing During the Practicum, Nursing-Related Learning Experiences During Medical School, Desired Nursing-Related Learning Experiences, Importance of Nursing, and Patient Well-being. The mandatory nursing practicum emerged as a key formative experience shaping early interprofessional role understanding. Students reported variability in supervision and structure, alongside limited curricular integration of nursing content. While interprofessional collaboration was considered essential, participants expressed uncertainty regarding nursing roles and responsibilities and emphasized the need for structured opportunities for interprofessional and nursing-related learning, including clinical skills, communication, and management of complex patient situations. Conclusion Medical students’ perceptions of nursing are strongly shaped by early and variably structured clinical experiences, particularly the nursing internship. The findings suggest that current medical curricula insufficiently support the systematic development of interprofessional role understanding. The structured integration of nursing-related learning experiences and explicit teaching about nursing roles, nursing-related practical skills and clinical workflows into medical education may strengthen interprofessional collaboration and support patient-centered care.
Lukas Valerius, Jonathan Hagedorn, Christian Albert et al.· Frontiers in Medicine· 0 citations
Nursing professionals showed favourable attitudes toward evidence-based practice; however, organizational and educational barriers continue to hinder its implementation.
Medha Wadhwa, Apurvakumar Pandya, K. Gupta et al.· International Journal of Hea...· 0 citations
BACKGROUND
Patient-reported experience measures (PREMs) and patient-reported outcome measures (PROMs) are increasingly recognized as valuable tools for evaluating healthcare quality. This study aims to explore nurses' perceptions across diverse clinical settings regarding the usefulness of PREMs and PROMs for identifying opportunities to improve care and informing quality improvement initiatives.
MATERIALS AND METHODS
Interpretive, exploratory, multicenter qualitative study conducted between November 2025 and February 2026. Five focus groups were held with 32 nurses recruited through purposive sampling from inpatient wards, adult and neonatal intensive care units, emergency departments, operating rooms, and oncology units across four HM hospitals in Madrid. Data were collected using a semi-structured interview guide and analyzed through inductive thematic analysis.
RESULTS
Six themes emerged: 1) communication, therapeutic relationship, and humanized care as key determinants of patient experience; 2) holistic care, particularly comfort, patient safety, and pain management; 3) clinical information and patient education to reduce uncertainty and improve continuity of care; 4) positive perceptions of PREMs and PROMs despite their limited systematic implementation; 5) organizational constraints, workload, and time pressure as major barriers; and 6) opportunities for innovation through humanization strategies, technology integration, and advanced nursing practice.
CONCLUSIONS
Nurses perceive PREMs and PROMs as valuable resources for improving patient-centered case and supporting quality improvement. However, their integration into routine clinical practice remains limited by organizational and structural barriers. Addressing these challenges may facilitate the systematic use of patient-reported measures to enhance care quality and patient outcomes.
Cayetana Ruíz-Zaldibar, Pilar Montes-Muñoz, Mayte Ruano-Sanz et al.· Anales del Sistema Sanitario...· 0 citations