Iskanje po repozitoriju

Ključne besede: high-fidelity simulation, non-technical skills, nursing education, reflective learning, simulation-based learning
Objavljeno v RUP: 11.06.2026; Ogledov: 120; Prenosov: 3
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Opis: Background: Nurses frequently encounter ethical dilemmas, moral distress, and situations in which they must balance professional duties, personal values, and organizational constraints. Deontological ethics, particularly Kant’s ethics of duty, offers a normative framework that emphasizes moral action grounded in duty rather than consequences. However, limited empirical research explores how nurses understand and enact Kantian principles in everyday clinical practice. Research aim: To explore how nurses understand and enact principles of Kant’s ethics of duty in clinical decision-making and how this philosophical framework shapes their moral judgement, sense of duty, and professional integrity. Research design: A qualitative descriptive research design. Participants and research context: Between November and December 2025, 17 nurses were recruited from various clinical settings in Slovenia through purposive sampling. Data were collected through semi-structured in-person interviews focused on moral decision-making, professional duty, moral autonomy, and institutional constraints. Braun and Clarke’s thematic analysis approach was employed to analyze the data. Ethical considerations: The study was approved by the university ethics committee. Participation was voluntary and anonymous, and written informed consent was obtained from all participants. Findings: The data analysis developed five major thematic categories: perceptions of the demands and responsibilities of nursing work, understanding of duty and professional ethics, ethical decision-making and moral autonomy, the emotional dimension and humanized nurse–patient relationships, and organizational conditions and systemic ethical challenges. Conclusions: The findings suggest that nurses largely enact Kantian ethics of duty through internalized professional values and commitment to patient dignity. However, organizational and systemic factors significantly limit their capacity for autonomous moral action. Strengthening ethical practice in nursing requires improved working conditions, enhanced professional autonomy, and structured support through ethics education, supervision, and team-based ethical reflection
Ključne besede: nursing ethics, moral decision-making, Kantian duty ethics, professional autonomy, ethical dilemmas
Objavljeno v RUP: 07.06.2026; Ogledov: 112; Prenosov: 7
Celotno besedilo (1,19 MB)
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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: 572; Prenosov: 0
Celotno besedilo (152,12 KB)

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: 526; Prenosov: 1
Celotno besedilo (168,51 KB)

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: 1140; Prenosov: 20
Celotno besedilo (164,07 KB)
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