Aged care systems are under increasing pressures, demanding optimised interdisciplinary teams. Pharmacist roles are expanding into these teams, and successful integration requires an understanding of team member perspectives. This systematic review and meta-synthesis aimed to identify, analyse and present the published literature pertaining to healthcare professional perspectives of the roles of pharmacists working in residential aged care settings. A systematic search of literature published between 2000 and 2025, in English language only, was undertaken across Embase, Medline, CINAHL and Web of Science. Primary studies addressing the research aim were eligible for inclusion. The Mixed Methods Appraisal Tool was used to assess methodological quality of each paper; no papers were excluded based on quality. Two researchers independently reviewed and reached consensus agreement for all studies to include. Both researchers undertook a thematic synthesis of qualitative data to identify analytic themes. After removing duplicates, 1874 unique papers were identified through database searching and an additional two papers identified through citation searching. After screening, we included 39 papers for data extraction and analysis. Three overarching themes were identified. Theme 1: 'Supporting the role' describes how pharmacist roles in aged care are supported through building trust with the team, education and experience, access to information, specific attributes, organisational buy-in, favourable models of care, and role clarity. Theme 2: 'Medicines expertise activities' describes how pharmacists perform three key roles valued by healthcare staff: knowledge and communication brokers, filling existing gaps in care, and optimising quality use of medicines. Theme 3: 'Helping the team' illustrates health professionals' perception of three distinct outcomes of pharmacist input (ie enhanced confidence, improved workforce capacity and capability, and improved person-centred care). This meta-synthesis of the evidence regarding the perceptions of healthcare professionals on the role of pharmacists in aged care provides contextual information for individuals, organisations and policy-makers for future implementation. Pharmacists are perceived to improve stakeholder confidence, staff capacity and capability, and overall person-centred care. Embedded roles that foster interdisciplinary collaboration are preferred to irregular visiting roles. These embedded roles are enabled through a range of mechanisms that policymakers, organisations and individuals may leverage for successful implementation in future iterations.
BackgroundAlthough perceived distance is a key factor in deciding and reaching healthcare, its impact on antenatal care (ANC) utilisation remains underexplored.ObjectiveThis study aims to examine the effect of perceived distance on ANC uptake, stratified by key maternal characteristics.DesignCross-sectional analysis based on demographic and health survey data (DHS).MethodsThis study analysed the demographic and health survey data of 26 sub-Saharan African countries, comprising 186,873 women who had given birth within the five years preceding the surveys. The exposure variable was perceived distance to a healthcare facility, categorised as "a big problem" or "not a big problem." Whereas the outcome variable was the number of ANC contacts, classified as no, one to three, four to seven and eight or more contacts. A Generalised Structural Equation Model (GSEM) with a multinomial logit link was employed to examine the association. Analyses were further stratified by socio-demographic characteristics.ResultsThe analysis revealed that women who perceived the distance as a major problem had 15% higher odds of receiving only 1-3 contacts (aOR = 1.15, 95% CI: 1.05, 1.25, p = 0.002), and 51% higher odds of receiving no ANC (aOR = 1.51, 95% CI: 1.35, 1.66, p < 0.001), compared to those receiving eight or more contacts. These associations were particularly pronounced among women with lower educational status (aOR=1.48, 95%CI: 1.29, 1.64), rural residents (aOR=1.55, 95%CI: 1.37, 1.74), low household income (aOR=1.47, 95%CI: 1.27,1.68), and younger age (aOR=1.55, 95%CI: 1.31, 1.80).ConclusionPerceived distance remains a significant barrier to the utilisation of antenatal care services in resource-limited settings. Strengthening health system responsiveness and addressing structural barriers, such as transportation infrastructures, through innovations like mobile antenatal care is vital to improving maternal health outcomes and advancing global health equity. Ensuring access to high-quality antenatal care (ANC) is essential for improving maternal and newborn health outcomes. However, evidence on the effect of geographical distance on ANC use in sub-Saharan Africa remains limited and inconclusive. This study examined the relationship between perceived distance to a health facility and ANC utilisation across 26 sub-Saharan African countries. We analysed the Demographic and Health Survey (DHS) data from 186,873 women who had given birth in the five years preceding the survey. Women who reported that distance to a health facility was a major problem had 15% higher odds of attending only 1-3 ANC contacts and 51% higher odds of receiving no ANC, compared with women who attended at least eight contacts. These associations were stronger among women with lower levels of education, those living in rural areas, women from low-income households, and younger women. These findings underscore the importance of addressing perceived distance-related barriers to improve uptake of the WHO-recommended number of ANC contacts and to promote equitable access to maternal health services in sub-Saharan Africa.
Person-Centered Care (PCC) has become established as an essential model in geriatric care, promoting the dignity, autonomy, and well-being of residents. However, the COVID-19 pandemic posed an unprecedented challenge to its implementation in nursing homes (NH), affecting both the quality of care and human relationships. This study analyzes the perceptions of residents, relatives, professionals, and directors regarding PCC before, during, and after the pandemic in Catalonia (Spain). A multicenter cross-sectional study was conducted in 30 NH across the 10 healthcare regions of Catalonia. Validated PCC in Gerontology Services model questionnaires were administered to 335 participants, including residents, relatives, professionals, and directors. Each item was retrospectively assessed at three time points: before, during, and after the pandemic. Descriptive, staffing, and pandemic-related variables from the facilities were collected. Statistical analyses included descriptive statistics, nonparametric tests for group comparisons, and bivariate associations assessed using Spearman's rank correlation coefficients. During the COVID-19 pandemic, PCC scores dropped sharply-from 176 pre-pandemic to 136 during the crisis- before partially recovering to 171 post-pandemic, underscoring the substantial impact of the health emergency. Larger NHs and those with more months in "red code" experienced greater losses in PCC scores during the pandemic, while homes with a higher proportion of resident transfers showed smaller decreases. Additionally, NHs with a higher physician-to-resident ratio experienced larger decreases in PCC scores during the pandemic, while NHs that suffered greater losses in PCC scores tended to show greater post-pandemic recovery. This study confirms that PCC is particularly vulnerable during health crises such as the COVID-19 pandemic. The findings highlight the need for flexible organizational structures, adequate resources, and strong ethical guidance to ensure the sustainability of the PCC model and underscore the importance of contingency plans that maintain PCC without compromising residents' safety, dignity, or autonomy. Not applicable.
The development and integration of geriatric medicine into national health care systems vary widely across countries. While a robust care workforce requires providers from several disciplines, including nursing, social sector, rehabilitation, psychiatry, neurology, and others, a strong core of highly qualified geriatricians is essential to delivering older person-centred and integrated care. The number and professional profile of geriatricians, along with the status of the specialty, are important to informing efforts to reshape health care systems in response to the global ageing scenario. WHO developed and distributed a structured questionnaire to representatives of national geriatrics and gerontology societies beginning in March 2025. The survey collected data on the status of the geriatric medicine specialty, including its formal recognition at the country level, the estimated number of practising geriatricians, and information on training curricula, professional environments, and systemic challenges. A total of 48 national societies completed the survey. Recognition of geriatric medicine ranged widely, from full specialty status in some countries to subspecialty or non-recognition in others. The number of practicing geriatricians per 100,000 persons aged 60 years and older ranged from <0.1 to >30 across countries, illustrating marked workforce disparities and some severe shortages. Where the geriatric medicine specialty is formally available, pre-service training durations ranged from 24 to 96 months. Geriatricians worked in diverse settings, though integration into primary care and public health was limited. Training in and exposure to geriatric medicine principles during undergraduate and postgraduate medical training were minimal in many countries. Key challenges included workforce shortages, fragmentation of care, and undervaluation of the speciality's role in informing health care for older people. Strategic priorities reported by respondents included investment in training, policy development, and institutional support. The survey highlights disparities in geriatric medicine across countries and identifies several challenges and priorities. Strengthening education, policy, and workforce development is essential to meet the needs of ageing populations and support healthy ageing worldwide. At the same time, countries should also think of innovative approaches and building capacity of existing other health occupations to improve geriatric care. Future updates of this survey will provide longitudinal insights into workforce evolution. These findings provide a global evidence base to guide workforce planning and policy under the United Nations Decade of Healthy Ageing (2021-2030).
Although simulation is well established for procedural and acute care skills, mental health nursing simulation focused on the therapeutic use of self remains underrepresented in the literature. This article describes the design, implementation, and educational contribution of three theory-informed mental health nursing simulations developed to support competency-based psychiatric nursing education. Guided by Peplau's interpersonal relations theory, three simulations were developed addressing motivational interviewing for alcohol use disorder, trauma-informed care for intimate partner violence, and mindfulness-based support for patients in crisis. Faculty-led debriefing was used to promote reflection and integration of relational concepts. Use of Peplau's framework provided a structured approach for learners to practice therapeutic communication, emotional presence, professional boundaries, and patient-centered engagement. Theory-guided psychiatric simulation provides a replicable approach for integrating nursing theory into simulation and strengthening relational competencies in nursing education, addressing a gap in strategies for teaching the therapeutic use of self.
Polypharmacy is a growing health care concern that is ameliorated through deprescribing, the process of safely removing inappropriate medications. Despite the proven benefits of deprescribing, formal deprescribing education in the health professions in the United States, including interprofessional deprescribing activities, is limited. A deprescribing interprofessional educational (IPE) simulation activity was conducted with 52 third- and fourth-year health professions students to improve their understanding of deprescribing and communication among the interprofessional health care team. The virtual simulation featured prebriefing, an unfolding case study, and debriefing. In total, 21 MD students, 20 PharmD (Doctor of Pharmacy) students, and 11 DNP (Doctor of Nursing Practice) and FNP (Family Nurse Practitioner) students participated in the IPE simulation activity. A retrospective pre/post survey was administered, with 49 students (94%) responding. Participants provided positive feedback about the simulation, indicating that they rated the activity highly, valued the unfolding case study used, and were able to consolidate their learning on deprescribing. IPE activities are a promising avenue for deprescribing education.
Group antenatal care (G-ANC), integrating medical care with education, has demonstrated positive effects on maternal and newborn health. Individual studies have shown promising evidence in sub-Saharan Africa, but systematically synthesising the existing research would facilitate implementation and identify gaps for further research. This systematic review aimed, therefore, to review the existing evidence on feasibility, acceptability and effectiveness of G-ANC in resource-limited settings to guide policy and support implementing G-ANC to reduce maternal and perinatal mortality. A systematic and comprehensive literature search was conducted in the PubMed/MEDLINE, Web of Science, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Excerpta Medica Database (Embase) and Google Scholar electronic databases. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for systematic reviews and meta-analyses of healthcare interventions were followed. Data were extracted using a prespecified protocol and quality was assessed using the Joanna Briggs Institute appraisal tool. Random-effects meta-analyses were used to pool estimates. The review is registered on the International Prospective Register of Systematic Reviews (PROSPERO: CRD42024565501). Of the 576 articles identified, 34 articles with 42 234 participants were included. G-ANC increased the likelihood of attending four or more ANC visits (pooled risk ratio (RR)=1.45; 95% CI 1.22 to 2.82), was associated with the likelihood of attending postnatal care visits (RR=1.23; 95% CI 1.03 to 1.47), increased uptake of postpartum family planning methods (RR=1.85; 95% CI 1.26 to 2.73) and was associated with improved birth weight (RR=1.53; 95% CI 1.09 to 2.14). It was also associated with improved quality of care, health literacy, psychosocial gains, empowerment and facilitating culturally sensitive discussions. There was, however, no significant difference found between groups regarding likelihood of giving birth at health facilities compared with the traditional ANC. Also, no cost-effectiveness studies of G-ANC were identified in sub-Saharan Africa, highlighting a key evidence gap for guiding future implementation and scale-up. Exposure to G-ANC enhances utilisation of maternal healthcare such as ANC attendance, postnatal care, family planning uptake and improves birth weight. It also improves maternal engagement, health literacy and empowerment through a highly participatory learning approach and peer support. Nevertheless, no notable difference was observed between the groups in terms of likelihood of giving birth in health facilities. CRD42024565501.
Nursing organizations have called for competencies that entry-level nurses must demonstrate for transition to practice, including demonstrating clinical judgment and use of informatics tools like the electronic health record (EHR). More information is needed to understand how the EHR supports clinical judgment in nursing students. This study employed a qualitative descriptive design. Semistructured interviews were conducted among prelicensure nursing students (N = 18) about EHR use. Content analysis was used to code statements in alignment with the domains of Tanner's clinical judgment model and the dimensions of the Lasater clinical judgment rubric. Students utilized the EHR to engage in clinical judgments associated with safe medication administration. Students described utilizing the EHR to inform all domains of clinical judgment, yet they engaged in the reflection domain least. There were barriers to student EHR use. The EHR is an important contributor to nursing clinical judgment and should be thoroughly integrated within prelicensure curriculum.
This study examined the effect of intramuscular (IM) injection training delivered using the Pecha Kucha (PK) method on nursing students' knowledge, skill, and satisfaction levels. A single-blind, randomized controlled trial was conducted with 76 first-year nursing students. The intervention group received training through the PK method, while the control group was trained using a traditional PowerPoint presentation. Data were collected using a descriptive information form, the Knowledge Test for Intramuscular Injection in the Ventrogluteal Region, the Skill Test for Intramuscular Injection in the Ventrogluteal Region, and the Visual Analog Satisfaction Scale. Although the PK group had higher scores, there were no statistically significant differences between the PK and traditional PowerPoint groups in terms of mean IM knowledge, skill, and satisfaction scores (p > .05). The PK approach should be implemented in diverse samples and various nursing skill training sessions to broaden applicability.
Urogenital schistosomiasis affects >112 million people in Africa south of the Sahara, with 56 million women suffering from female genital schistosomiasis. Community knowledge, attitudes, and practices (KAP) are essential for sustained control, but no systematic review has synthesized KAP evidence across the region. We estimated the pooled prevalence of good knowledge, positive attitudes, and good preventive practices to inform the WHO 2030 NTD Roadmap. We searched PubMed, Scopus, Web of Science, African Journals Online, and WHO Global Index Medicus from inception to 21 November 2025. Cross-sectional studies reporting quantitative KAP data from Africa south of the Sahara were included. Two independent reviewers performed screening, data extraction, and JBI risk-of-bias assessment. Random-effects meta-analyses, subgroup analyses, meta-regression, sensitivity analyses, and publication bias tests were conducted. GRADE certainty was assessed. Twenty-one studies (total 9,681 participants) contributed to the knowledge analysis; 15 studies (total 8,205 participants) to the attitude analysis; and 16 studies (total 8,538 participants) to the practice analysis. Note that participants from studies reporting multiple outcomes are counted separately in each analysis. Regional pooled estimates ranged from 46.45% to 69.76% (knowledge), 52.33% to 61.88% (attitudes), and 39.71% to 56.43% (practices). Continent-wide estimates were 51.73% (knowledge), 57.40% (attitudes), and 45.12% (practices), but are heavily weighted towards West Africa. Extreme heterogeneity (I² = 98-99%) limits confidence; individual study ranges: 23.3-91.2% (knowledge), 22.7-82.9% (attitudes), 13.9-85.4% (practices). A descriptive attitude-practice gap of 12.28 percentage points was observed. No publication bias was detected. Meta-regression suggested a tentative decline in preventive practices over time (p = 0.024), but this finding is hypothesis-generating given persistent high heterogeneity; no temporal trends were observed for knowledge or attitudes. GRADE certainty was low due to serious inconsistency. KAP towards urogenital schistosomiasis in Africa south of the Sahara remains suboptimal, with less than half of at-risk individuals adopting preventive behaviors. The wide range of findings highlights the need for context-specific interventions. Behavior change communication, school- and reproductive-health education, and WASH investments are urgently needed. Restriction to English-language articles is a major limitation.
To map the caregiving journey of caregivers for children with developmental dysplasia of the hip (DDH) from the perspective of empowerment theory and to identify the multidimensional and evolving needs throughout the care process. This study employed a descriptive qualitative research design and adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ) guideline. Semi-structured interviews were conducted with 13 caregivers of children with DDH who had provided home care for over one month. Data were analysed using integrated inductive content analysis and deductive coding guided by empowerment theory to construct a caregiver journey map. The journey map was structured with the DDH disease trajectory as the horizontal axis and five dimensions (behavior, empowerment needs, emotional state, empowerment pain points, and touchpoints) as the vertical axes. This process ultimately yielded 25 themes. Caregivers of children with DDH have dynamic and evolving empowerment needs across the care journey. Tailored mobile-based empowerment interventions integrating education, skill training, psychological support, and telemedicine may optimize support for caregivers across the entire care process. Pediatric nurses should provide continuous, family-centered empowerment support through tailored health education, rehabilitation guidance, psychological support, and mobile health-based follow-up interventions to enhance caregivers' confidence and home caregiving capacity.
Peer-assisted learning (PAL) has attained increasing recognition as a student-centered teaching strategy. The aim of this review was to summarize the data on how PAL interventions affect the clinical skills and knowledge acquisition of undergraduate nursing students, while also investigating secondary outcomes, including leadership competency, teamwork, and self-confidence. In accordance with the PRISMA 2020 guidelines, this systematic review identified studies published between January 2015 and October 2025. Eligible studies evaluated the effects of PAL on undergraduate nursing students using experimental or quasi-experimental designs. A total of 13 studies met the inclusion criteria. PAL interventions consistently improved knowledge acquisition, clinical and psychomotor skills, self-efficacy, teamwork, and leadership behaviors across various clinical settings. Randomized controlled trials reported medium-to-large effect sizes for psychomotor skill performance (p < .001) and self-efficacy (p < .01). The results support the inclusion of structured PAL models in nursing programs, encouraging hands-on learning, teamwork, and leadership development.
Snakebite envenomation remains a critical health challenge across the culturally and ecologically diverse sub-Saharan Africa (SSA). This study examined healthcare providers' (HCPs') knowledge, attitudes, and practices (KAP), and their determinants towards snakebite envenomation. A cross-sectional study was conducted across nine SSA countries using the validated Knowledge, Attitudes, and Practices of Snake Envenomation - Healthcare Providers Questionnaire (KAPSE-HCPQ). The fractional logistic regression was conducted to identify the factors associated with KAP. A total of 3,544 HCPs were enrolled through professional and digital networks. General practitioners represented approximately half of the participants (50.1%), whereas toxicologists were 3.2%. Considerable variations were reported across sub-Saharan countries. Uganda and Sierra Leone attained perfect median knowledge scores (100%, range: 93-100, 73-100, respectively) yet both demonstrated marked deficiencies in practice (range: 0-25% and 0-75%, respectively). Attitude scores ranged from the lowest in Ethiopia (79%, range: 75-85%) to the highest in Uganda (91%, range: 87-95%). Higher knowledge was significantly associated with advanced training, antivenom availability, curricular inclusion of toxicology, and self-study. Positive attitudes were significantly associated with prior clinical exposure, faculty-based education, informal information sources, and participants' countries. HCPs demonstrated incorrect practices, such as applying a tourniquet above the bite site, attempting to suck out the venom, incising the bite wound, and asking to run to the nearest health facility, which may accelerate the systemic venom spread. In contrast, pharmacists and HCPs unaware of management guidelines demonstrated poorer practices. The study identifies a substantial gap between theoretical knowledge and clinical practice among HCPs across SSA, with variations by country, profession, training, and resource availability. Urgent interventions training, protocol standardization, and reliable antivenom supply are required to improve snakebite outcomes. Although healthcare providers across sub-Saharan Africa generally have good knowledge and favorable attitudes towards snakebite management, their actual practices remain persistently inadequate, irrespective of their country’s income level.Systemic barriers - limited formal training, absent institutional protocols, unreliable antivenom supply, and weak referral systems- are highly associated with inadequate clinical practice.Urgent standardization of training protocols and reliable antivenom supply are needed to improve snakebite outcomes across the SSA region.
Malnutrition remains a major public health challenge in low- and middle-income countries and disproportionately affecting children under five. Eggs, given their high nutrient density and relative physical or economic accessibility, have been tested for their effect on improving nutritional outcomes in children under five. However, findings from scientific exercises to test the impact of egg-based trials on child growth have not been systhematically pooled and synthesised. Therefore, this meta-analysis aimed to synthesise evidence on the impact of egg-based interventions on the nutritional status of children underfive as determined by weight-for-height Z-score (WHZ), weight-for-age z-score (WAZ), and height-for-age z-score (HAZ). Research articles of randomised controlled trials published between 2013 and 2023 were identified through a comprehensive search of PubMed/MEDLINE, Web of Science, CINAHL, Embase, Science Direct, Google Scholar, and African Index Medicus data bases. Articles evaluated the effect of egg-based interventions against alternative diets, behaviour-change education, or no alternative intervention were included. Primary outcomes are WHZ, WAZ, and HAZ. Random-effects models were used to pool effect sizes (mean difference), and subgroup analyses and meta-regression explored sources of heterogeneity. Publication bias was assessed using funnel plots and Egger's test. Seven studies involving 3673 children met the inclusion criteria. Egg-based intervention significantly improved WAZ (MD: 0.33; 95% CI: 0.11-0.55) and WHZ (MD: 0.30; 95% CI: 0.12-0.48). However, no significant effect was observed on HAZ (MD: 0.05; 95% CI: -0.05-0.14). It is figuredout that egg-based interventions can improve weight-related nutritional outcomes (WHZ and HAZ) among children underfive in sub-Saharan Africa, but not linear growth (HAZ).
Although critical thinking remains foundational to clinical judgment, it is often treated as a capability students have rather than a cognitive process to be intentionally developed. As competency frameworks and assessment models emphasize observable performance, the thinking processes that support learning and judgment development may receive less attention in nursing curricula. The purpose of this article is to revisit and clarify the role of critical thinking in the development of clinical judgment within nursing education. The distinctions among critical thinking, clinical reasoning, clinical decision-making, and clinical judgment are reviewed within the framework of educational strategies that may position critical thinking as implicit, despite its pivotal role in clinical judgment. Literature suggests that critical thinking underlies clinical reasoning and clinical judgment, but may receive inadequate attention when educational frameworks prioritize observable performance outcomes and competency demonstration. Clinical judgment cannot be developed or assessed without deliberate attention to the thinking processes that support it. Strengthening critical thinking requires intentional strategies that make thinking visible and integral to the application of learning in practice.
Persistent gaps in faculty capacity hinder the integration of genomics into nursing curricula, highlighting the need for strengthened faculty development. The NIH-funded R25 "Translation and Integration of Genomics is Essential to Doctoral Nursing" (TIGER) program is designed to strengthen genomic literacy among nursing faculty. Grounded in adult learning theory, TIGER incorporates SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) goal development as a pedagogical strategy. Midway through the program, participants engage with faculty and peers to review progress, share implementation approaches, and address barriers. Participants (N = 62) developed SMART goals spanning genomic education, research, and practice. ChatGPT-assisted analysis of TIGER 2022 to 2024 goals identified key themes, including strengthening personal genomic knowledge, conducting curriculum mapping, integrating genomics into courses, and advancing genomics-focused scholarship. Adult learning theory fosters relevant, empowering learning, while SMART goals offer a structured, actionable pathway for nursing faculty to achieve sustainable genomic integration in curricula.
Nursing students often have limited opportunities to engage with pediatric populations affected by socioeconomic disadvantage in outpatient or community settings. Partnerships with community-based programs can address this gap while fostering essential professional competencies. This qualitative descriptive study explored senior nursing students' perceptions of a clinical experience involving an after-school academic enrichment program (SHINE) serving youth from economically under-served communities. Postexperience questionnaires were completed by 21 baccalaureate nursing students following participation in the SHINE program. Data were analyzed thematically. Four primary themes emerged: (1) communication skills; (2) cultural competence; (3) advocacy; and (4) leadership and teamwork. Students described enhanced confidence when interacting with children from diverse backgrounds, increased awareness of social determinants of health, and recognition of the nurse's role in advocacy and collaboration. Embedding nursing students in community-based programs provides meaningful learning experiences that strengthen communication, cultural awareness, and leadership skills. These findings support continued integration of population-based clinical experiences in undergraduate nursing curricula.
Understanding predictors of success can guide nursing programs to increase student population and therefore increasing the nursing workforce. Limited evidence exists regarding pathophysiology as a predictor for success in nursing program completion. This study examined whether pathophysiology performance is a reliable predictor for success in an undergraduate prelicensure nursing program. This retrospective descriptive study analyzed a convenience sample of 285 nursing students across 11 semesters of pathophysiology courses. Final course grades and program completion data were extracted from university records and analyzed using Fisher's exact test. Of 25 students who were unsuccessful on first attempt in pathophysiology, only 1 (4%) student graduated. Students passing pathophysiology on the first attempt were 16 times more likely to complete the program (p < .001). Pathophysiology performance on the first attempt is a reliable predictor of nursing program completion, identifying students at high risk for attrition who may benefit from early intervention.
Nursing education requires integrating technology, clinical reasoning, and compassionate care. As artificial intelligence (AI) utilization expands, its role in shaping compassionate care in nursing education remains unclear. This study examined AI utilization and clinical judgment as predictors of caring behavior among nursing students. This cross-sectional study involved 395 undergraduate nursing students, selected conveniently from higher education institutions (HEIs) in the Philippines. Validated instruments were used in measuring perceived AI utilization, clinical judgment, and caring behavior. Data were analyzed using descriptive statistics, Pearson's r, and hierarchical regression. Moderate levels of perceived AI utilization and high levels of clinical judgment and caring behavior were observed. Perceived AI utilization and clinical judgment capability were significantly, positively associated and were significant predictors of caring behavior, with the model explaining 23.9% of the variance. Integrating AI-supported learning with strategies that enhance clinical judgment may strengthen both technological competence and compassionate care among nursing students.
As artificial intelligence (AI) increasingly transforms health care delivery, nursing education must prepare students to engage with this technology in ethically responsible and human-centered ways. This study explored nursing students' ethical perspectives on AI and their concerns regarding its future integration into nursing practice. An exploratory qualitative study was conducted with fourth-year nursing students (n = 18) selected through purposive sampling. Data were collected through semistructured interviews and analyzed using thematic analysis. Five main themes emerged: (1) functional contributions of AI to learning and clinical processes; (2) perceived clinical risks; (3) human-centered and holistic care; (4) ethics of care principles and ethical risks; and (5) inequality and justice in health care. Students expressed a balanced and cautious perspective, recognizing the potential benefits of AI while emphasizing the preservation of professional judgment, ethical responsibility, and human-centered care in nursing education and practice.