1. Reflective practice as part of the professional development of nursing students : a cross-sectional studySabina Ličen, Iris Ruzzier, Mitja Zdovc, Marko Milačak, Mirko Prosen, 2026, original scientific article Abstract: Aim: The aim of the study was to quantitatively assess reflective capacity among nursing students and to examine the expression of its dimensions in the clinical learning environment. Material and Methods: A cross-sectional quantitative study design was used. A purposive sample of 177 nursing students enrolled in the Nursing programme in Slovenia participated in the study. Data were collected between October and December 2025 using the Reflective Practice Questionnaire. The study used the 16-item reflective capacity subscale, which includes four dimensions: reflection-in-action, reflection-on-action, reflection with others, and self-appraisal. Data were collected through an anonymous online survey (1KA). Statistical analyses were performed using SPSS 29. Descriptive statistics were calculated, and internal consistency was assessed using Cronbach’s alpha. Due to non-normal data distribution, non-parametric tests were applied, including the Wilcoxon signed-rank test, Friedman test, Mann–Whitney U test, Kruskal–Wallis test, and Spearman’s correlation coefficient. Results: The results showed a relatively high level of reflective capacity among nursing students (Mdn = 4.56). Based on median values, the highest scores were observed in reflection with others and self-appraisal, while the lowest were found for reflection-in-action. Differences between reflective capacity dimensions were not statistically significant (χ²(3) = 2.399, p = 0.494). No significant differences were observed between full-time and part-time students or across years of study (p > 0.05). Age was not significantly associated with reflective capacity, except for a weak negative correlation with reflection with others (ρ = −0.193, p = 0.011). Students who perceived reflection as important for their professional development and those interested in additional practical training demonstrated significantly higher levels of reflective capacity (p < 0.05). Conclusion: The findings indicate that nursing students demonstrate a relatively high level of reflective capacity, particularly in collaborative reflective processes. Reflective practice appears to be an important component of clinical learning and professional development in nursing education. Implication for nursing practice: Structured reflective activities, mentoring conversations, and guided reflection in clinical environments may strengthen students’ clinical judgement, professional responsibility, and quality of patient care.
Keywords: clinical education, nursing education, nursing students, reflective capacity, reflective practice
Published in RUP: 24.08.2026; Views: 484; Downloads: 8
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2. Perceptions of artificial intelligence among nursing students : an exploratory study comparing full-time and part-time studentsDenis Černeka, Boštjan Žvanut, 2026, original scientific article Abstract: Aim. The study aimed to explore Slovenian nursing students’ perceptions of Artifi cial Intelligence (AI) and to compare diff erences between full-time and part-time students.Material and methods. A cross-sectional online survey was conducted between 4 October and 12 December 2024 among 95 fi rst-year nursing students at the University of Primorska, Slovenia. Perceptions were measured using a refi ned and validated Slovenian version of the Shinners Artifi cial Intelligence Perception (SHAIP) questionnaire.Results. The overall mean SHAIP score indicated a neutral perception of AI (M = 3.23 out of 5, SD = 0.69). No signifi cant diff erences in the overall mean score were found between full-time and part-time students (p = 0.095), or between genders (p = 0.258). However, full-time students scored signifi cantly higher on the Perception of Professional Impact factor (p = 0.031). Conclusions. Nursing students in Slovenia generally hold a neutral perception of Artifi cial Inteligence. Diff erences between full-time and part-time students suggest that the latter may be less aware of the professional impact of AI, which highlights the need for targeted training. The refi ned Slovenian version of the SHAIP instrument demonstrated adequate validity and reliability.
Keywords: education, perception, nursing students, artificial intelligence, SHAIP
Published in RUP: 12.08.2026; Views: 198; Downloads: 6
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3. Undergraduate nursing students’ reflections on simulation-based learning : a qualitative studyJakob Renko, Helena Skočir, Patrik Pucer, Igor Karnjuš, 2026, original scientific article Keywords: high-fidelity simulation, non-technical skills, nursing education, reflective learning, simulation-based learning
Published in RUP: 11.06.2026; Views: 415; Downloads: 18
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4. Serious Digital Game-Based Learning in Nursing Education : Empowering Students for Clinical CompetenceBetül Tosun, Ayla Yava, 2025, independent scientific component part or a chapter in a monograph Abstract: The evolution of technology in the era of digital transformation has significantly impacted the landscape of healthcare education, ushering in a paradigm shift in the way knowledge is imparted. This shift, accelerated by the imperative for online learning due to disruptions in traditional, in-person education caused by the COVID-19 pandemic, has compelled nursing educators to revamp existing curricula. Amidst these changes, digital educational applications, notably serious games, have gained prominence. Serious games are interactive computer applications designed with the aim of imparting specific learning objectives to players. Featuring challenging goals, engaging design, and scoring systems, serious games are believed to motivate students and aid in goal achievement. While the popularity of serious games in healthcare education is on the rise, their usage in nursing education has generally shown positive outcomes. This review aims to evaluate mobile-based serious games on the clinical competency development of undergraduate nursing students.
Keywords: healthcare education, serious games, clinical competency, nursing, nursing education
Published in RUP: 22.12.2025; Views: 798; Downloads: 1
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5. Maximizing Nursing Students’ Engagement in Distance Learning: Strategies and InsightsBoris Ilić, Irena Kovačević, Danko Relić, Vesna Švab, Vedrana Vejzović, Seher Yurt, 2025, independent scientific component part or a chapter in a monograph Abstract: The increase of online nursing education, driven by technology and the demand for flexible learning, has emphasized the importance of student engagement. Participation plays a key role in shaping both academic achievement and the acquisition of crucial nursing skills. This chapter explores the impact of technological factors such as audio and video quality, as well as internet speed, on student engagement. Moreover, it delves into how the ERR framework – a teaching approach that includes Evocation, Realization of Meaning and Reflection, along with other interactive tools can be used in online learning settings to improve nursing students’ participation. This work aims to provide educators with practical insights for improving online nursing education by combining technological considerations with innovative teaching strategies.
Keywords: nursing education, distance learning, student engagement, ERR framework, Technological factors
Published in RUP: 22.12.2025; Views: 731; Downloads: 2
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6. Teaching evidence-based practice to non-native english-speaking undergraduate nursing students : an integrative literature reviewMelita Peršolja, 2025, review article Abstract: Aim/objective: To analyse and synthesise current evidence on educational strategies for teaching evidence-based practice (EBP) to undergraduate nursing students, with a specific focus on non-native English-speaking learner populations. Background: Teaching EBP in non-native English-speaking settings presents distinct challenges, including language proficiency barriers, limited access to research literature and variability in pedagogical approaches. Despite the range of educational strategies introduced in the literature, a universally accepted or recommended method has yet to be established. Design: An integrative literature review was conducted to examine peer-reviewed empirical studies on EBP education published between 2015 and 2025, with a focus on educational strategies. The review was carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Methods: Twelve studies met the inclusion criteria. Methodological quality was assessed using the Joanna Briggs Institute Critical Appraisal Tools. An inductive thematic analysis was employed to synthesise the findings. Results: All reviewed studies employed quantitative methodologies with a pre-post or quasi-experimental design. Thematic analysis identified five key categories in teaching EBP: educational methods, technology integration, clinical focus, collaboration, intervention duration and outcomes. The studies showed that various educational methods demonstrated effectiveness in enhancing nursing students’ EBP competencies, as reflected in improved knowledge, attitudes and skills. Conclusions: Diverse and scaffolded teaching methods enhance EBP competencies in non-native English-speaking nursing students. A longitudinal, multimodal and flexible approach emphasising collaboration, integration and practice orientation with technological support, appears most effective. Internationally informed guidelines are needed to ensure consistent development of core EBP competencies globally.
Keywords: evidence-based practice, nursing students, nursing education, teaching strategies
Published in RUP: 05.08.2025; Views: 1432; Downloads: 31
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7. The influence of international mobility programmes on nursing students' personal and professional development : a descriptive researchIgor Karnjuš, Mirko Prosen, Boško Krivičić, Sabina Ličen, 2020, original scientific article Abstract: Introduction: Student mobility programmes have become a valuable instrument in student education as they enable the acquisition of essential knowledge, skills and attitudes, and equip the individual more effectively to work in the globalised world. The aim of the study was to examine the impact of international exchange programmes on the personal and professional development of undergraduate nursing students. Methods: A quantitative secondary analysis was conducted. The primary data were collected in 2016 as part of the study entitled International Nursing Student Exchange % Comparison Between Slovene and Foreign Students. The sample in the secondary analysis consisted of 73 nursing students from Slovenia and other European countries. The questionnaire included 20 statements which were rated on a 5-point Likert scale (1-strongly disagree to 5-strongly agree). The data were described on the basis of calculated mean values and the Mann-Whitney U test. Results: On the personal level, students stressed that mobility can improve their self-confidence (Z = -2.088, p = 0.037) and acceptance of other cultures (Z = -3.116, p = 0.002). On the professional level, they highlighted the need to upgrade students' professional competencies (Z = -3.116, p = 0.002), particularly in the field of culturally competent nursing care (Z = -2.391, p = 0.017). Discussion and conclusion: The benefits reported by nursing students seem to show that it is sensible to continue to support and promote international student mobility programmes.
Keywords: international exchange, nursing, students, education, cultural immersion
Published in RUP: 21.12.2020; Views: 3476; Downloads: 62
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