1. Serious Digital Game-Based Learning in Nursing Education : Empowering Students for Clinical CompetenceBetül Tosun, Ayla Yava, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: 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.
Ključne besede: healthcare education, serious games, clinical competency, nursing, nursing education
Objavljeno v RUP: 22.12.2025; Ogledov: 208; Prenosov: 0
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2. Maximizing Nursing Students’ Engagement in Distance Learning: Strategies and InsightsBoris Ilić, Irena Kovačević, Danko Relić, Vesna Švab, Vedrana Vejzović, Seher Yurt, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: 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.
Ključne besede: nursing education, distance learning, student engagement, ERR framework, Technological factors
Objavljeno v RUP: 22.12.2025; Ogledov: 185; Prenosov: 1
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3. Effective Technology-Enhanced Learning Methods of Increasing Knowledge and Practical Skills among Nursing StudentsMartin Červený, Kemal Elyeli, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: The utilisation of Technology-Enhanced Learning (TEL) methods in the field of nursing education provides students with the opportunity to engage in riskfree practice of clinical skills through the utilisation of interactive simulations and virtual laboratories. The incorporation of digital tools, such as e-learning modules and online assessments, facilitates enhanced knowledge retention and offers flexible learning opportunities that are tailored to the individual learning pace of the student. This literature review aims to summarize, analyze, and evaluate the effectiveness of TEL methods for developing knowledge and practical skills among nursing students. This literature review will assess methods utilized to enhance TEL skills among nursing students. Scientific publications in English languages published between 2013 and 2023 will be analyzed. Searches will be conducted in electronic databases including PubMed, Wiley library, SCOPUS, and Web of Science. The findings of seven studies were subjected to analysis. The findings of the review suggest that the utilisation of TEL learning methodologies has a beneficial impact on the skills and knowledge acquisition of nursing students. The integration of TEL educational interventions into nursing education has been demonstrated to be an effective approach for developing the knowledge and competencies of nursing students. The incorporation of digital educational interventions in nursing education has been demonstrated to result in higher knowledge scores and a reduction in cognitive load, thereby enabling students to engage more fully with the learning material.
Ključne besede: digital methods, nursing, students, skills, knowledge
Objavljeno v RUP: 22.12.2025; Ogledov: 178; Prenosov: 0
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4. Outcomes of digital nursing schedules : a systematic literature reviewAnton Grmšek Svetlin, Melita Peršolja, 2025, pregledni znanstveni članek Opis: The purpose of this literature review was to identify the evidence on the outcomes of digitalisation of schedules in nursing. Data were gathered from CINAHL, Medline, Cochrane Library, PubMed, ScienceDirect, JSTOR and SpringerLink electronic databases. Seventy-four relevant literature items were identified. Ten studies published between 2015 and 2024 were evaluated and critically analysed using the JBI Critical Appraisal Checklist: four systematic literature reviews, three quasi-experimental studies, two case studies, and one qualitative descriptive study. The literature on electronic schedules in nursing reports on a variety of positive and negative impacts on nurses, patients and healthcare organisations. The introduction of electronic schedules in nursing is has mainly positive consequences, because if appropriately implemented, it leads to better patient health outcomes and increased job satisfaction among nurses. However, the developments in the field are ongoing and more research on that topic is needed before a firmer conclusion can be reached.
Ključne besede: digitalisation, nursing, roster, staffing and scheduling
Objavljeno v RUP: 24.08.2025; Ogledov: 471; Prenosov: 7
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5. Teaching evidence-based practice to non-native english-speaking undergraduate nursing students : an integrative literature reviewMelita Peršolja, 2025, pregledni znanstveni članek Opis: 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.
Ključne besede: evidence-based practice, nursing students, nursing education, teaching strategies
Objavljeno v RUP: 05.08.2025; Ogledov: 621; Prenosov: 10
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6. Slow gait speed is associated with frailty in older adults from nursing homesMartin Šporin, Dorjana Zerbo Šporin, 2025, izvirni znanstveni članek Opis: Age-related frailty is a condition of diminished physiological reserves that increases the risk of falls, disability, hospitalisation and mortality. Frailty is usually associated with a lack of physical activity. The aim of this study was to determine whether a frail phenotype can be identified by gait speed. 94 older residents (83.6 ± 7.9 years, 68% women) from Slovenian nursing homes were included as study participants in this cross-sectional study. Frailty was assessed using Fried's Frailty Phenotype Protocol and gait speed was measured over a distance of 4.5 m. We used relative risk to determine whether gait speed was an indicator of frailty. Most of the residents were pre-frail (63%) or frail (16%). Gait speed was significantly lower in the frail group by -0.21 s (U = 331.5; p < 0.001) and a gait speed ≤ 0.457 m/s increased the risk of frailty by 40% (RR=1.40 (CI 1.15-1.70); p=0.0008). We suggest using gait speed as a simple indicator of potential frailty in nursing homes. Persons at risk should be included in a detailed diagnosis and advised on suitable measures. In particular, physical activity seems to prevent the occurrence of frailty
Ključne besede: aged, nursing homes, geriatric syndrome, exercise
Objavljeno v RUP: 26.07.2025; Ogledov: 572; Prenosov: 14
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7. Nursing students’ views on men in nursing : a gender diversity challenge in the healthcare workforceMirko Prosen, Tamara Čekada, 2025, izvirni znanstveni članek Opis: Background Nursing remains a female-dominated profession, with men often facing societal stereotypes and professional challenges that limit their representation. Gender-based misconceptions about caregiving roles and masculinity influence the perception of men in nursing, posing barriers to inclusivity. This study explores nursing students’ perceptions of men in nursing, focusing on the prevalence of gender stereotypes, their potential impact on career decisions and the ethical implications of such misperceptions. Methods A descriptive cross-sectional survey was conducted on a convenience sample of 184 nursing students in Slovenia. Data were collected through an online questionnaire using the GEMINI (Gender Misconceptions of Men in Nursing) Scale. Internal consistency of the adapted scale was confirmed with a Cronbach’s alpha of 0.859. Results Findings reveal that while some gender stereotypes persist, most students hold neutral or positive attitudes toward men in nursing. The overall median GEMINI score was 33.00, significantly lower than the theoretical median of 51 (p < 0.001), indicating generally low levels of gender-based misconceptions. Postgraduate students reported lower misconceptions (Me = 30.50) compared to undergraduates (Me = 33.50). Male students had a slightly higher median score (34.50) than female students (33.00), suggesting they may hold slightly more stereotypical views. Challenges included societal biases, limited mentorship, and struggles with professional identity, particularly in clinical settings and specialties perceived as traditionally female-dominated. Students with family members in nursing reported a median of 33.50, compared to 33.00 among those without, suggesting a modest exposure effect, although not statistically significant. Conclusions Addressing gender-based misconceptions through education and public awareness is critical for fostering diversity and creating a more inclusive nursing workforce. Future efforts should focus on redefining nursing as a gender-neutral profession. Curricula should incorporate discussions about diversity, gender equity, and professional identity development, fostering inclusivity and reducing stereotypes early in students’ careers. Targeted mentorship programs, increased male representation in nursing leadership, and reframing nursing as a profession that values both technical expertise and emotional intelligence are essential strategies for breaking down persistent stereotypes and improving gender diversity in the field.
Ključne besede: gender diversity, nursing students, stereotypes
Objavljeno v RUP: 02.07.2025; Ogledov: 896; Prenosov: 5
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8. Disaster nursing competencies in a time of global conflicts and climate crises : a cross-sectional survey studySabina Ličen, Mirko Prosen, 2025, izvirni znanstveni članek Opis: Aim The aim of this study was to explore the disaster-related nursing competencies among Slovenian nurses, focusing on core competencies, barriers to competency development and roles in disaster management. It also examined the predictors of these competencies, including participation in training, emergency drills, qualifications and leadership roles. Background Global conflicts and climate crises have increased the frequency and intensity of disasters and pose challenges to healthcare systems worldwide. Nurses play a critical role in disaster preparedness, response and recovery, yet their competencies are under-researched. Methods A descriptive cross-sectional study was conducted with 379 registered nurses using the Slovenian version of the Disaster Nursing Core Competencies Scale (Sl-DNCC). The analysis was performed using descriptive statistics, non-parametric tests and logistic regression to identify predictors of disaster nursing competencies. Results Nurses considered disaster-related core competencies to be moderately to very important. Statistically significant predictors of competencies included participation in training, frequency of emergency drills, possession of formal qualifications, and leadership roles. Barriers to developing competencies, such as limited resources and organisational support, were most prevalent among nurses with less experience. Engagement in disaster management was low, except for nurses with leadership positions or frequent participation in drills. Discussion These findings emphasise the importance of leadership roles, practical training and institutional support in enhancing nurses' disaster competencies. Removing barriers, such as limited training opportunities and resources, is critical to strengthening preparedness. Conclusion This study emphasises the need for targeted interventions, including a national competency framework and regular training on disaster management, to improve nursing preparedness in Slovenia. Implications for nursing and health policy Policymakers and healthcare organisations should prioritise investment in training infrastructure, interdisciplinary simulation and leadership development.
Ključne besede: disaster management, disaster nursing, nursing leadership, nursing policy and practice, Slovenia, nursing preparedness
Objavljeno v RUP: 19.06.2025; Ogledov: 820; Prenosov: 8
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10. The influence of international mobility programmes on nursing students' personal and professional development : a descriptive researchIgor Karnjuš, Mirko Prosen, Boško Krivičić, Sabina Ličen, 2020, izvirni znanstveni članek Opis: 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.
Ključne besede: international exchange, nursing, students, education, cultural immersion
Objavljeno v RUP: 21.12.2020; Ogledov: 3041; Prenosov: 59
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