technologie_educative_articles

Embracing the Metaverse: User perception and acceptance of the Metaverse in education.

Mon, 01 Dec 2025 05:00:00 +0000

Computers in Human Behavior; 12/01/2025
The COVID-19 crisis accelerated the development of virtual educational tools, including immersive virtual technologies. This study explores the perception and acceptance of Metaverse use in education among individuals with prior experience. A quantitative approach was applied using the METAEDU scale and the Technology Acceptance Model (TAM). As one of the first studies to validate the METAEDU scale, it offers a reliable tool to measure user acceptance. A total of 315 participants were surveyed in January 2024 through a market research platform. Data were analyzed using SmartPLS4 software. Results confirmed: (1) certain METAEDU variables significantly impact perceived ease of use (PEOU) and perceived usefulness (PU); (2) attitude (AT) and creative thinking (CT) influence behavioral intention to use (BITU); (3) PEOU and PU affect AT; and (4) age, gender, and education level act as moderating factors. These findings have important implications for educational institutions adapting to evolving student needs. Validating the METAEDU scale highlights the importance of diverse learning dimensions and provides a robust tool for evaluating the effectiveness and accessibility of Metaverse-based education. Institutions should focus on applications that are both pedagogically valuable and personally engaging for students. Furthermore , demographic differences reveal nuanced variations in adoption, emphasizing the need for customized strategies to support diverse user groups. By understanding these factors, educational organizations can better design and implement virtual learning environments, ultimately enhancing the overall educational experience and fostering greater acceptance of emerging technologies. • Metaverse seen as a valuable tool in post-COVID education transformation. • METAEDU scale validated for assessing metaverse use in learning contexts. • Ease of use and usefulness shape user attitudes toward metaverse adoption. • Creative thinking and attitude drive intention to use metaverse in education. • Demographics moderate metaverse acceptance, suggesting tailored strategies.
(AN 188310328); ISSN: 07475632
CINAHL Complete

Enhancing Pediatric Trainees Assessment of Common Respiratory Complaints in Children.

Mon, 01 Dec 2025 05:00:00 +0000

Clinical Pediatrics; 12/01/2025
Technology enhanced learning (TEL) modules on common pediatric respiratory conditions have often not been aligned to appropriate pedagogy. This study appraised the impact of a new TEL module on the skills and knowledge of pediatric trainees. The TEL module on common pediatric respiratory conditions was piloted using a combination of medical educational theories and feedback from participants was collected. The feedback from 32 participants was largely positive as demonstrated by high Likert scores on the evaluation forms. The post-module quiz scores significantly improved when compared with the pre-module quiz scores (67.0 ± 21.9% versus 42.5 ± 23.8%, P <.0001). Participants reported that the TEL module was time efficient and tailored to different levels of learners providing a self-directed and flexible learning approach based on their clinical practice. Trainees perceived that this new TEL module improved their skills and knowledge, enhancing their management of pediatric respiratory conditions going forward.
(AN 188807095); ISSN: 00099228
CINAHL Complete

Perceptions of generative AI in teaching and learning: UTAUT and TPACK model-based study of teachers and students

Sat, 01 Nov 2025 09:39:06 +0000

Author Names: Rasool U.,Li J.,Liu M.

Database Source: Embase Daily Updates

Journal Title: Acta Psychologica

Article Title: Perceptions of generative AI in teaching and learning: UTAUT and TPACK model-based study of teachers and students

Year: 2025

Issue:

Volume: 261

Abstract: This study explores the perceptions of teachers and students regarding the integration of generative AI tools in teaching and learning. The research focuses on understanding how teachers view the adoption of AI technologies in lesson planning and their effects on students' learning behavior and academic performance. Additionally, the study investigates students' experiences with AI, examining its impact on learning outcomes, preferences, and the challenges they encounter. Data were collected from 244 students and 29 teachers at a public university through surveys and semi-structured interviews. The results reveal varying perspectives: while students and teachers acknowledged the potential benefits of generative AI, including personalized learning and improved access to academic resources, concerns were raised about data privacy, the accuracy of AI-generated content, and its limitations in promoting independent and critical thinking. The findings highlight the need for a strategic, inclusive approach to incorporating AI in education, emphasizing the importance of social influence, facilitating conditions, and pedagogical integration as outlined in the UTAUT and TPACK frameworks.<br/>Copyright © 2025 The Authors

Application of Deep Learning Technology in Glioma

Sat, 01 Nov 2025 09:39:06 +0000

Author Names: Hu G.,Qian F.,Sha L.,Wei Z.

Database Source: Embase Weekly Updates

Journal Title: Journal of Healthcare Engineering

Article Title: Application of Deep Learning Technology in Glioma

Year: 2022

Issue:

Volume: 2022

Abstract: A common and most basic brain tumor is glioma that is exceptionally dangerous to health of various patients. A glioma segmentation, which is primarily magnetic resonance imaging (MRI) oriented, is considered as one of common tools developed for doctors. These doctors use this system to examine, analyse, and diagnose appearance of the glioma's outward for both patients, i.e., indoor and outdoor. In the literature, a widely utilized approach for the segmentation of glioma is the deep learning-oriented method. To cope with this issue, a segmentation of glioma approach, i.e., primarily on the convolution neural networks, is developed in this manuscript. A DM-DA-enabled cascading approach for the segmentation of glioma, which is 2DResUnet-enabled model, is reported to resolve the problem of spatial data acquisition of insufficient 3D specifically in the 2D full CNN along with the core issue of memory consumption of 3D full CNN. For gliomas segmentation at various stages, we have utilized multiscale fusion approach, attention, segmentation, and DenseBlock. Moreover, for reducing three dimensionalities of the Unet model, a sampling of fixed region is used along with multisequence data of the glioma image. Finally, the CNN model has the ability of producing a better segmentation of tumor preferably with minimum possible memory. The proposed model has used BraTS18 and BraTS17 benchmark data sets for fivefold cross-validation (local) and online evaluation preferably official, respectively. Evaluation results have verified that edema's Dice Score preferable average, enhancement, and core areas of the segmentation of the glioma with DM-DA-Unet perform exceptionally well on the validation set of BraTS17. Finally, average sensitivity was observed to be high as well, which is approximately closer to the best segmentation model and its effect on the validation set of BraTS1 and has segmented gliomas accurately.<br/>Copyright © 2022 Guangdong Hu et al.

Immersive virtual reality training: Addressing challenges and unlocking potentials.

Sat, 01 Nov 2025 04:00:00 +0000

Medical Education; 11/01/2025
Background: Simulation‐based training has significantly improved healthcare professionals' skills and patient outcomes. Immersive virtual reality is gaining attention in this field and offers potential educational benefits. However, little is known about how key stakeholders in simulation‐based training and debriefing receive a complex intervention like immersive virtual reality. This study explores the enablers, barriers and applied debriefing strategies involved in using immersive virtual reality in simulation‐based training. Methods: We purposefully sampled simulation centre directors, course leaders and researchers within debriefing, simulation‐based emergency training and immersive virtual reality. First, they observed and debriefed an online immersive virtual reality‐based emergency training. Then, they participated in an individual semi‐structured interview that was audio recorded and transcribed. We coded and analysed the data based on a reflexive thematic analysis method with a constructionist framing, guided by normalisation process theory as a theoretical lens. All co‐authors informed and validated the identified themes. Results: We conducted 10 individual semi‐structured interviews and generated five main themes on factors that supported or impeded the normalisation of immersive virtual reality for simulation‐based training: understanding, engagement, strategies in action, appraisal and psychological safety. Discussion: Immersive virtual reality contains unique challenges and potential for simulation‐based training. Its strengths and limitations should be carefully considered in relation to learning goals, the target group and context. This study explored the advantages and disadvantages of various immersive virtual reality features in relation to different learning objectives and proposed practical strategies for enhancing learning in immersive virtual reality simulation‐based training. How do simulation leaders see the future of immersive virtual reality for emergency training?  Read this article to discover debriefing strategies & insights to align virtual reality with your learning goals.
(AN 188606719); ISSN: 03080110
CINAHL Complete

Mobile EEG (DreamMachine) and AI in Education: Toward Smarter Classrooms and Better Mental Health...24th Special Topic Conference (STC 2025) of the European Federation for Medical Informatics (EFMI), October 20-22, 2025, Osnabruck, Germany.

Sat, 01 Nov 2025 04:00:00 +0000

Studies in Health Technology & Informatics; 11/01/2025
The convergence of mobile electroencephalography (EEG) technology and artificial intelligence (AI) offers transformative potential for education. We propose a novel conceptual framework that integrates DreamMachine, a clinically validated mobile EEG device, with AI-driven adaptive learning systems. Our vision is to create neuroadaptive educational environments where real-time EEG signals, including markers of attention, cognitive load, and emotional states, and mental well-being inform AI algorithms to personalize content delivery dynamically. Such an approach could significantly enhance learning efficiency, engagement, and inclusivity, and support the mental health of learners by identifying stress or cognitive overload early and enabling timely, personalized interventions. This study outlines the technical feasibility of leveraging DreamMachine's high-fidelity, low-cost, portable EEG data in the classroom and remote settings. It proposes a machine-learning pipeline for real-time cognitive state detection. Ethical considerations surrounding neurodata use in education are discussed, emphasizing the need for privacy, transparency, and student agency. We invite collaboration on this interdisciplinary initiative, aiming to pilot the system in educational settings and redefine the future of personalized, mentally supportive learning.
(AN 188615491); ISSN: 09269630
CINAHL Complete

Structuring Laboratory Classes of Artificial Intelligence in Medicine...24th Special Topic Conference (STC 2025) of the European Federation for Medical Informatics (EFMI), October 20-22, 2025, Osnabruck, Germany.

Sat, 01 Nov 2025 04:00:00 +0000

Studies in Health Technology & Informatics; 11/01/2025
This paper describes a two-year experience in designing, implementing, and restructuring an artificial intelligence in medicine course for first-year medical students. They had no prior training in computer science, mathematics, or clinical medical disciplines. The practical activities were organized into three categories: seminars (exercises, problems), hands-on practical work (initially, regressions; later, also neural networks), and video demonstrations. First-year evaluations highlighted difficulties in logic and ontologies, as well as a high variability in the quality of individual projects. In the second year, changes focused on applied work: ontology building exercises, direct comparison of simple neural networks with classical regression methods, and an introduction to Prompt Engineering. These adjustments led to a clear increase in performance and consistency of the final results. The paper supports the feasibility of early introduction of AI in medical training and the relevance of an iterative curriculum design, with a focus on conversational skills and guided applicative activity.
(AN 188615492); ISSN: 09269630
CINAHL Complete

Navigating the future of sexuality education in the USA: applying technology mediation theory to AI-Facilitated Sexuality Education.

Sat, 01 Nov 2025 04:00:00 +0000

Sex Education; 11/01/2025
Following the emergence of AI technology such as ChatGPT, young adults in the USA with limited access to school-based sexuality education are likely to utilise AI to acquire sexual knowledge. Through the application of Technology Mediation Theory, which highlights the interactions between technology and humans, we identified various potential outcomes of AI-Facilitated sexuality education. These outcomes were examined in terms of the degree to which they aligned with and/or diverged from the US National Standards of Sex Education (NSES). Beneficial outcomes included accessibility, emotionally neutral responses and impartial information, and accuracy. Conversely, detrimental outcomes include limited ability to monitor developmental appropriateness, lack of human empathy, lack of interactive learning techniques, and concerns about the accuracy of current information. To optimise the benefits, and to mitigate the potential drawbacks of ChatGPT as a form of AI-Facilitated Sexuality Education, we offer recommendations of use to AI designers, sexuality educators, parents, and users.
(AN 188645611); ISSN: 14681811
CINAHL Complete

Teaching Motivational Interviewing Skills to Prelicensure Nursing Students: A Comparison of Simulated Telehealth, Simulation Gaming Technology, and Traditional Clinical Learning Environments.

Sat, 01 Nov 2025 04:00:00 +0000

Nursing Education Perspectives (Wolters Kluwer Health); 11/01/2025
AIM: This study examined the effectiveness of a simulated telehealth patient care experience compared to gaming technology and control training on motivational interviewing. BACKGROUND: Motivational interviewing is an evidence-based communication technique assisting patients to commit to healthier lifestyles. METHOD: This study incorporated a multisite quasi-experimental repeated-measures design with a convenience sample from four prelicensure nursing programs. The Helpful Response Questionnaire (HRQ) was used to measure participants' ability to respond empathetically. The System Usability Scale (SUS) assessed participants' perceptions of the technology platforms. RESULTS: HRQ scores significantly increased over time (p =.025). While not statistically significant (p =.734), HRQ scores indicated the telehealth group outperformed the gaming technology and control groups. SUS scores indicated favorable perceptions of learning technologies. CONCLUSION: Positive changes in empathy over time suggest the value of technology-assisted learning. Simulated telehealth and gaming technologies demonstrated potential for enhancing nursing students' foundational motivational interviewing skills.
(AN 188750103); ISSN: 15365026
CINAHL Complete

A Collaborative Online International Learning Experience for Doctoral Nursing Students and Faculty From Three Countries: Reshaping the Educational Landscape.

Sat, 01 Nov 2025 04:00:00 +0000

Nursing Education Perspectives (Wolters Kluwer Health); 11/01/2025
The COVID-19 pandemic presented opportunities for educational innovations and the development of intercultural learning experiences. A global health assignment guided by a collaborative online international learning pedagogy was assigned to doctoral nursing students from three different countries. Icebreaker activities, along with the Culturally You diagram, commenced the team-building process. Students, mentored by course faculty, completed the assignment, a 10-minute presentation and reflections. Positive trends in intercultural sensitivity scores were observed, highlighting exposure to a new teaching platform, global health issues, and the value of faculty mentorship. While challenges existed, successful collaborations could thrive even during a pandemic.
(AN 188750117); ISSN: 15365026
CINAHL Complete

infolit land.

Sat, 01 Nov 2025 04:00:00 +0000

Computers in Libraries; 11/01/2025
(AN 188786529); ISSN: 10417915
CINAHL Complete

Immersive Learning in Nursing.

Sat, 01 Nov 2025 04:00:00 +0000

Nurse Educator; 11/01/2025
Background: Peripheral intravenous catheter (PIVC) insertion is an essential skill for nursing professionals. Nursing students face significant challenges in learning PIVC insertion due in part to limited opportunities for hands-on practice with real patients. Traditional training methods with low-fidelity task trainers lack variability and depend on costly consumable products. Purpose: To address this gap, a bimodal haptic feedback interface integrated into mixed reality was developed to simulate IV needle insertion under diverse conditions, creating a simulated learning environment to master tactile skills, hand-eye coordination, and anatomically accurate procedures. Guided by the New Theory of Disuse, the simulator was designed to promote repeated practice and retrieval, strengthening both the accessibility and accuracy of skill performance through targeted, interactive learning. Results: Students reported an improvement in confidence levels and success rate after using the bimanual haptic feedback mixed reality IV simulator. Conclusions: By integrating features such as patient-specific anatomical variability, realistic resistance feedback, and adaptive difficulty levels, virtual reality and haptic simulations can closely replicate the nuances of IV insertion in diverse clinical scenarios.
(AN 188854675); ISSN: 03633624
CINAHL Complete

Experts' discourses of children in the context of datafication of education.

Sat, 01 Nov 2025 04:00:00 +0000

Childhood; 11/01/2025
This study investigates experts' discourses of children in the context of the datafication of education in Finland. Drawing on interviews with 25 experts from education policy, educational technology, and data justice sectors, the present research identifies four key discourses: the "agentic child" as an active participant in data practices; the "juridical child" requiring protection under data laws; the "citizen-child" prepared for future societal roles through data literacy; and the "learning child" benefiting from personalized, data-driven pedagogy. These discourses reveal a complex, multifaceted conceptualization of children, shaped by ethical, legal, and pedagogical considerations, highlighting the interplay between childhood agency, rights, and education in a data-driven society.
(AN 188884833); ISSN: 09075682
CINAHL Complete

IMPROVING ONLINE LEARNER COMPREHENSION VIA EEG SIGNAL ANALYSIS

Thu, 30 Oct 2025 08:19:55 +0000

Author Names: Lokare V.T.,Jadhav P.M.

Database Source: Embase Daily Updates

Journal Title: Biomedical Engineering - Applications, Basis and Communications

Article Title: IMPROVING ONLINE LEARNER COMPREHENSION VIA EEG SIGNAL ANALYSIS

Year: 2025

Issue:

Volume:

Abstract: In the contemporary landscape of online learning, accurately predicting learner comprehension is pivotal for personalized and effective educational experiences. Traditional methods of assessment often lack real-time feedback and rely heavily on subjective evaluations. In this study, we propose a novel approach to enhance online learner comprehension prediction through the analysis of Electroencephalography (EEG) signals. EEG signals offer a direct window into the brain's cognitive processes, providing valuable insights into learner engagement and comprehension levels. Our research aims to develop a robust predictive model by leveraging machine learning algorithms and advanced signal processing techniques to analyze EEG data collected during online learning sessions. Through the identification of distinctive EEG patterns associated with varying comprehension levels, we seek to train a predictive model capable of accurately classifying learner comprehension in real time. Furthermore, we aim to investigate the effectiveness of incorporating additional contextual features, such as user interactions and environmental factors, to improve prediction accuracy further. To validate the proposed approach, extensive experiments will be conducted using datasets collected from online learning platforms, encompassing a diverse range of learners and educational content. Performance evaluation will be carried out using metrics such as accuracy, precision, recall, and F1-score, with comparisons against existing methods to demonstrate the superiority of the proposed model. The outcomes of this research hold significant implications for the field of online education, offering educators and learning platforms valuable insights into learner comprehension and engagement dynamics. By enabling real-time comprehension prediction, our approach facilitates adaptive learning experiences tailored to individual learner needs, ultimately enhancing the effectiveness and efficiency of online education delivery.<br/>Copyright © 2025 National Taiwan University.

Modeling the evolution of virtual reality in nursing education: a BERTopic-based analysis of research trends and future directions.

Mon, 27 Oct 2025 04:00:00 +0000

BMC Nursing; 10/27/2025
This study employs BERTopic, an advanced natural language processing (NLP) technique, to systematically analyze the thematic evolution and research hotspots of virtual reality (VR) applications in nursing education from 2008 to 2025. Using a corpus of 683 peer-reviewed articles from Web of Science, we applied BERTopic's transformer-based embedding and hierarchical clustering pipeline to identify latent topics, quantify their temporal trends, and visualize inter-topic relationships through uniform manifold approximation and projection (UMAP) dimensionality reduction. Three dominant research streams emerged: (1) technical applications, (2) humanistic skill development, and (3) specialized high-stakes training. The COVID-19 pandemic accelerated VR adoption, with publications surging by 95% in 2020. Topics evolution revealed a shift from feasibility studies (pre-2018) to outcome optimization (post-2020), particularly in AI-integrated virtual patients and haptic feedback systems. Instructors can leverage topic prominence data to prioritize VR curricular integration, while policymakers should address disparities in cultural adaptability research (only 12% of studies involved non-Western contexts). Notably, this study applies dynamic topic modeling in nursing education research, offering a data-driven framework for tracking technological adoption and predicting future trends.
(AN 188901609); ISSN: 14726955
CINAHL Complete

Evaluating student nurses satisfaction with educational escape rooms as a pedagogical approach to teaching professional nursing values.

Tue, 21 Oct 2025 04:00:00 +0000

BMC Nursing; 10/21/2025
Background: Understanding the expectations of new generations of students entering higher education can be challenging. Generation Z have been brought up in a digital world, keeping them focused and entertained. Education must respond to the changing student profiles. Consideration should be given to integrating a hyper-cognitive approach to meet the expectations of students and fuel a positive learning experience for all evolving generations. Aim: To determine student nurses' satisfaction of escape rooms to facilitate learning of professional values; teamwork, decision making and sharing information. Method: Quantitative cross-sectional questionnaire to capture participants' satisfaction following their participation in the escape room activity. Framework: The pedagogical benefits of escape rooms were explored as a teaching strategy for the evolving generation of students entering nurse education. The premise being,offering influential 'games' which nurture and encourage active collaboration among students would help to form peer connections and create relationships among new students entering nurse education. Escape rooms are coactive and can drive interdependence among participants sharing a goal by creating an environment for team working in nursing education. Results: Of the 45 student nurses 100% (n=45) felt part of a team, 98% (n=44) had a positive experience, and only 2% (n=1) thought that the experience was stressful. Conclusion: Using escape rooms as a teaching and learning tool is an innovative pedagogical approach, offering a dynamic, hands-on experience that engages students through problem-solving and teamwork. Student nurses gave positive responses to teamwork, decision making, sharing information and enjoyment of the activity. This research will inform the development and uptake of core competencies for future nurses, creating teamwork and professionalism within a collaborative live educational environment. Clinical trial number: Not applicable Trial registration: Pilot not a controlled trial. No registration.
(AN 188797603); ISSN: 14726955
CINAHL Complete

Cultural empathy development through simulation-based education: a qualitative exploration of Saudi nursing students' and academics' experiences.

Thu, 16 Oct 2025 04:00:00 +0000

BMC Nursing; 10/16/2025
Background: Cultural empathy development among nursing students requires innovative educational approaches that facilitate deep understanding and perspective-taking. While simulation-based interventions show promise, the lived experiences and perceptions of students and educators regarding cultural empathy development remain underexplored in Middle Eastern contexts, particularly where healthcare increasingly serves diverse populations. Methods: Guided by an interpretivist–constructivist paradigm, this qualitative descriptive study was conducted in 2022 at the College of Nursing, King Saud University, Riyadh, Saudi Arabia, as part of a larger mixed-methods project. Eight focus groups were held with 58 first-year nursing students following a cultural empathy simulation activity, and six semi-structured interviews were conducted with nursing academics who observed the simulation. Focus groups were conducted in Arabic and translated into English; interviews were in English. Braun and Clarke's six-phase thematic analysis framework guided data analysis. Results: Student focus groups generated four themes: (1) Growing awareness of culturally and linguistically diverse (CALD) patient needs, (2) Imagining walking in CALD patients' shoes, (3) Exploring barriers and solutions when working with CALD patients, and (4) Reflecting on the value and importance of cultural sensitivity in nursing. Academic interviews yielded three themes: (1) Expanding simulation in the Saudi curriculum with emphasis on cultural sensitivity, (2) Learning to connect and empathise with CALD patients' feelings, and (3) Preparing first-year students for culturally empathetic practice. Participants described the simulation as transformative, offering experiential learning beyond traditional didactic approaches. Conclusions: Culturally focused simulation experiences can facilitate profound shifts in students' cultural awareness and empathetic understanding. Findings highlight the value of experiential learning, guided reflection, and safe environments for developing culturally competent healthcare professionals.
(AN 188711947); ISSN: 14726955
CINAHL Complete

The Classroom Chronicles: Voices of HI Educators – Educator Support & Development.

Fri, 03 Oct 2025 04:00:00 +0000

Journal of AHIMA; 10/03/2025
(AN 188452206); ISSN: 10605487
CINAHL Complete

Technology-enhanced Quality Physical Education Impacting Moderate-to-Vigorous Physical Activity And Cardiorespiratory Fitness: 968...American College of Sports Medicine (ACSM) Annual Meeting, May 27-30, 2025, Atlanta, Georgia.

Thu, 02 Oct 2025 04:00:00 +0000

Medicine & Science in Sports & Exercise; 10/02/2025
(AN 187999751); ISSN: 01959131
CINAHL Complete

Patterns, advances, and gaps in using ChatGPT and similar technologies in nursing education: A PAGER scoping review.

Wed, 01 Oct 2025 04:00:00 +0000

Nurse Education Today; 10/01/2025
Generative AI (GenAI) can transform nursing education and modernise content delivery. However, the rapid integration of these tools has raised concerns about academic integrity and teaching quality. Previous reviews have either looked broadly at artificial intelligence or focused narrowly on single tools like ChatGPT. This scoping review uses a structured framework to identify patterns, advances, gaps, evidence, and recommendations for implementing GenAI in nursing education. This scoping review followed the JBI methodology and PRISMA-ScR guidelines. We searched PubMed, CINAHL, SCOPUS, ERIC, and grey literature (October to November 2024). Data synthesis utilised the PAGER framework as a mapping tool to organise and describe patterns, advances, gaps, evidence for practice, and recommendations. Analysis of 107 studies revealed GenAI implementation across four key domains: assessment and evaluation, clinical simulation, educational content development, and faculty/student support. Three distinct implementation patterns emerged: restrictive, integrative, and hybrid approaches, with hybrid models demonstrating superior adoption outcomes. Technical advances showed significant improvement from GPT-3.5 (75.3 % accuracy) to GPT-4 (88.67 % accuracy) in NCLEX-style assessments, with enhanced capabilities in multilingual assessment, clinical scenario generation, and adaptive content creation. Major gaps included limited methodological rigour (29.0 % of empirical studies), inconsistent quality control, verification challenges, equity concerns, and inadequate faculty training. Geographic distribution showed North American (42.1 %) and Asian (29.9 %) dominance, with ChatGPT representing 83.2 % of tool implementations. Key recommendations include developing institutional policies, establishing quality verification protocols, enhancing faculty training programs, and addressing digital equity concerns to optimise GenAI integration in nursing education. GenAI has transformative potential in nursing education. To realise its full potential and ensure responsible use, research should focus on developing standardised governance frameworks, empirically validating outcomes, developing faculty in AI literacy, and improving technical infrastructure for low-income contexts. Such efforts should involve international collaboration, highlighting the importance of the audience's role in the global healthcare community. • GenAI is used in nursing assessment, simulation, and content development. • GPT-4 scored 88.7 % on NCLEX-style questions, outperforming GPT-3.5. • Only 29 % of studies used empirical designs to assess GenAI outcomes. • GenAI improved simulation realism and personalised learning feedback. • Safe GenAI use requires faculty training and a clear institutional policy.
(AN 187140066); ISSN: 02606917
CINAHL Complete

Leveraging Quick Response Codes to Promote Learner-Centered Simulation.

Wed, 01 Oct 2025 04:00:00 +0000

Teaching & Learning in Nursing; 10/01/2025
• Simulation provides support for students to achieve behavioral competencies. • Quick response codes can provide data to inform a learner-centered approach. • Educators can use this technology to quickly improve teaching in simulation.
(AN 187941148); ISSN: 15573087
CINAHL Complete

Development of a board game to teaching electrocardiograms in undergraduate nursing.

Wed, 01 Oct 2025 04:00:00 +0000

Teaching & Learning in Nursing; 10/01/2025
• The educational technology such can help way apprenticeship. • The board game validated assists teaching electrocardiogram. • Was developed and valid with experts and student and is easy to apply by teachers. The teaching of electrocardiograms is still deficient, the knowledge interpreting is low, due to the prevalence of traditional teaching. It is necessary to initial training incorporate teaching strategies that are easy application. To develop an educational board game for teaching electrocardiograms in undergraduate nursing courses. design methodological study. Carried out in the years 2021 to 2023, in the following stages: 1) Construction of the game; 2) Validation of appearance and content with experts; 3) Semantic validation with nursing students. The "Uncomplicating the ECG" game consists of a board with cards containing questions/announcements and challenges about the electrocardiogram and its clinical use. The board game was validated by 11 experts, with a total agreement level of over 80% for its content and appearance, over 90% in the semantic analysis of the target audience of 11 students, and a statistical α-Cronbach's test above 0.70. The board game developed is valid as an alternative for nursing faculty to teach electrocardiograms, and students actively and playfully and interaction acquire knowledge.
(AN 187941125); ISSN: 15573087
CINAHL Complete

Utilization of metaverse environment for education among nursing students based on personality traits and digital literacy.

Wed, 01 Oct 2025 04:00:00 +0000

Clinical Simulation in Nursing; 10/01/2025
• Exploring Metaverse's impact on nursing education, focusing on traits and literacy. • Traditional methods may not meet diverse needs; Metaverse offers unique engagement. • Introverted students report higher satisfaction, suggesting suitability for fewer interactions. • Study's limited scope may restrict generalizability of findings to one college and a subject. • Metaverse education transforms nursing by accommodating diverse learning styles. The metaverse, a virtual reality space that enables real-time interaction, is increasingly being integrated into education, as traditional classrooms often fail to meet the diverse student needs. This study examined nursing students' satisfaction, self-efficacy, and learning experiences within a metaverse-based collaborative learning environment, focusing on the influence of personality traits and digital literacy. A quasi-experimental, one-group post-test design was employed with 40 nursing students. Additionally, 15 students participated in focus group interviews (FGI). The relationships between personality traits, digital literacy, and metaverse satisfaction were analyzed using t-tests, chi-square tests, and Pearson's correlation coefficients. Interview data were examined using content analysis. Digital literacy was positively correlated with self-efficacy and course satisfaction. Introverted students reported reduced presentation anxiety, whereas extroverted students exhibited lower platform satisfaction. The interviews identified usability issues and emphasized the need for structured guidance for students with high neuroticism. While, the metaverse can support diverse learning needs, careful integration is essential to address usability concerns and to provide structured guidance tailored for certain students.
(AN 188057121); ISSN: 18761399
CINAHL Complete

Optimizing online nursing education leveraging the GUARD system and ONE Guide for enhanced communication and best practices.

Wed, 01 Oct 2025 04:00:00 +0000

Nursing; 10/01/2025
(AN 188124155); ISSN: 03604039
CINAHL Complete

ChatGPT in Education: An Effect in Search of a Cause.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: As researchers rush to investigate the potential of AI tools like ChatGPT to enhance learning, well‐documented pitfalls threaten the validity of this emerging research. Issues of media comparison research, where the confounding of instructional methods and technological affordances is unrecognised, may render effects uninterpretable. Objectives: Using a recent meta‐analysis by Deng et al. (Computers & Education, 227, 105224) as an example, we revisit key insights from the media/methods debate to highlight recurring conceptual challenges in ChatGPT efficacy studies. Methods: This conceptual article contrasts nascent ChatGPT research with the more established literature on Intelligent Tutoring Systems to identify three non‐negotiable considerations for interpretable effects: (1) descriptions of the precise nature of the experimental treatment and (2) the activities of the control group, as well as (3) outcome measures as valid indicators of learning. To provide some initial evidence, we audited a subset of primary experiments included in Deng et al.'s meta‐analysis, demonstrating that only a small minority of studies satisfied all three non‐negotiable considerations. Results and Conclusions: Loosely defined treatments, mismatched or opaque controls, and outcome measures with unclear links to durable learning obscure causal claims of this emerging literature. Observed gains cannot, at this time, be confidently attributed to ChatGPT, and meta‐analytics effect sizes may over‐ or understate its benefits. Progress, we argue, will require rigorous designs, transparent reporting, and a critical stance toward "fast science."
(AN 188234203); ISSN: 02664909
CINAHL Complete

Exploring the Effects of the CER Model‐Based GenAI Learning System to Cultivate Elementary School Students' Computational Thinking Core Skills in Science Courses.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: Computational thinking (CT) is a fundamental ability required of individuals in the 21st‐century digital world. Past studies show that generative artificial intelligence (GenAI) can enhance students' CT skills. However, GenAI may produce inaccurate output, and students who rely too much on AI may learn little and be unable to think independently. Besides, most research on CT mainly focused on Scratch or programming classes, but incorporating it into the K‐12 science curriculum is better for students' deep learning and CT core skills development. Objectives: This study proposed a causal explanation and reflection (CER) model‐based GenAI learning system in science courses to cultivate students' CT core skills. Sample: One hundred and eighteen elementary school students in three different classes participated in this study. Methods: A quasi‐experiment was conducted in Fujian, China. Students in the experimental group learned with the CER model‐based GenAI learning system; students learned with the CER model‐based learning system in control group 1; students in control group 2 used the causal‐explanation‐based GenAI learning system. Students' learning achievement and CT core skills were examined. Results: The results showed that the CER model‐based GenAI learning system significantly improved students' science learning and CT core skills. Interview results further showed some students complained that GenAI only provided answers without encouraging them to comprehend the material. Conclusions: CT should not exist only in computer courses. Instead, it is an approach to problem‐solving that applies to all disciplines. Also, over‐reliance on GenAI may hinder learning ability. The effectiveness of GenAI‐based learning depends on its judicious use.
(AN 188234208); ISSN: 02664909
CINAHL Complete

Learning Achievement in Virtual Reality/Animation‐Based Business Simulation Games: An Integrated View of Goal Orientations, Model‐Reality Fit, Learning Anxiety and ARCS Motivation.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: Goal orientations (GO) are influential achievement goals in predicting achievement motivation and effectiveness. However, few studies have paid specific attention to investigating the effects of GO on learning achievement in the area of business management education. Objectives: This study developed a business simulation game system (BSGS) for supporting learning to investigate how GO affects students' learning achievement in the context of business management education. Methods: A total of 209 college/undergraduate students participated in this study, and they were divided into the experiment group (EG) and the control group (CG). A quasi‐experiment was conducted to understand how students' achievement goals and the use of BSGS modules can enhance their motivation and reduce their learning anxiety, thus affecting learning achievement. Results and Conclusions: The results showed that most students adopted a mastery/learning‐GO to complete the learning tasks in their learning processes. A high level of model‐reality fit significantly reduced students' learning anxiety. However, learning anxiety did not affect students' learning achievements. Implications: The results of this study indicate that model‐reality fit plays an important role in increasing learning expectations and achievements and decreasing learning anxiety, which could benefit students' learning achievement in BSGS‐supported educational contexts.
(AN 188234227); ISSN: 02664909
CINAHL Complete

Leveraging Machine Learning Approach to Identify the Predictors of Informal Digital Learning of English Behaviours Among EFL Learners.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background Study: With the rapid transition to remote learning necessitated by the closure of traditional educational infrastructures globally, the arena of informal digital learning of English (IDLE) has received much attention, particularly among English as a Foreign Language (EFL) learners in China. Objective: This study explores how demographic variables (gender, age, grade, major, and background) along with confidence, desire, online self‐efficacy, attitudinal belief, and intention to learn English predict IDLE behaviours among EFL learners in IDLE contexts. Methods: Utilising a comprehensive dataset, the research incorporates machine learning algorithms (e.g., Random Forest, Support Vector Machine, Logistic Regression, Decision Tree, Gradient Boosting Decision Tree and Adaptive Boosting (AdaBoost)) to analyse psychological, behavioural and demographic predictors of IDLE behaviours. Participants included 2, 055 EFL learners in China. Results: The study finds that EFL learners' confidence, desire, online self‐efficacy, attitudinal belief, intention to learn English and IDLE behaviours display a moderate level. Moreover, confidence and desire act as the strongest predictors of IDLE behaviours, whereas demographic variables (gender, age, grade, major and background) predict the minimum of IDLE behaviours. Conclusion: By understanding these predictors, educational strategies can be better tailored to enhance digital education outcomes.
(AN 188234209); ISSN: 02664909
CINAHL Complete

Revolutionising Higher Education: A Big Data‐Driven Approach to Intelligent Supervision Platforms in Universities.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: The creation of Intelligent Supervision Platforms in universities leverages Big Data for robust monitoring and decision‐making, which significantly enhances overall efficiency and adaptability in educational environments. Objectives: This research focuses on evaluating how Big Data‐driven Intelligent Supervision Platforms in universities influence core institutional outcomes, namely, perceived academic performance, student retention, faculty productivity, and data‐informed decision‐making. The study prioritises these key variables to demonstrate the strategic role of Intelligent Supervision Platforms in enhancing higher education performance. Methods: Data were gathered from 420 students and 118 teachers using a questionnaire method, and the quantitative data were analysed with Statistical Package for the Social Sciences (SPSS) software. The novelty of this study lies in its focus on the development of intelligent supervision platforms tailored specifically for the unique needs and dynamics of university settings. Results: The findings show that the implementation of intelligent supervision platforms, driven by Big Data analytics, positively affects students' perceived academic performance. Conclusions: The integration of Big Data analytics into intelligent supervision platforms can significantly enhance decision‐making processes and support personalised learning experiences; such platforms improve faculty and staff productivity, streamline administrative operations, and optimise resource allocation within universities, ultimately contributing to a more efficient and effective educational environment.
(AN 188234196); ISSN: 02664909
CINAHL Complete

Seventh‐Grade Students' Views Regarding Enriched Algebra Instruction (EAI) Supported by Technology and Manipulatives.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: Previous research has shown that students often struggle to understand algebraic expressions and solve equations, and that traditional instructional approaches may not be sufficient to address these challenges. While the use of technology and physical manipulatives independently has been shown to support students' conceptual understanding in algebra, limited research has examined their combined use—particularly the integration of dynamic mathematics software and manipulatives—within the context of algebra instruction. Objectives: This study aims to explore seventh‐grade students' perceptions of an enriched algebra instruction (EAI) approach that integrates dynamic mathematics software and physical manipulatives to support and enhance their learning experiences. Methods: A qualitative case study was conducted with 30 Turkish seventh‐grade students (aged 12–13). The EAI approach integrated technological tools, concrete materials, collaborative group work, and classroom discussions. Data were collected through a survey comprising 22 items rated on a 5‐point Likert‐type scale and four open‐ended questions, as well as through classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic content analysis. Results and Conclusion: Most students reported that the use of EAI, which integrates dynamic software and manipulatives, enhanced their active engagement in classroom activities, enabled them to conduct multiple experiments and observations, and facilitated visual interaction with the content. They also indicated that EAI helped them explore relationships within algebraic expressions, which they perceived as contributing to the development of their algebraic thinking and conceptual understanding.
(AN 188234199); ISSN: 02664909
CINAHL Complete

The Effects of Gamification on Students' Flow Experience.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: Gamification has been used in recent years to enhance the student experience in educational environments and to help students achieve an optimal experience. However, there is limited empirical evidence of the effects of gamification on specific psychological experiences, such as the students' flow experience, which is a highly motivating state associated with the learning process. Objectives: To address this gap, we examined the impact of gamification on students' flow experience within a learning management system. Methods: We conducted a controlled between‐subjects experiment (N = 65) in which participants in the experimental group interacted with a gamified version of the system, which incorporated a typical gamification design consisting of a collection of various game elements that constituted a form of meta‐game interaction around the learning activity (as opposed to, for example, serious games or game‐based learning). In contrast, the participants in the control group used the same system with the same educational tasks but without gamification. We used descriptive and inferential statistical methods (i.e., Mann–Whitney U test) to compare the students' flow experience between the groups. Results and Conclusions: The results reveal that the influence of gamification on students' flow experience was not statistically significant. These findings suggest that current gamification designs may not effectively facilitate flow in educational contexts, highlighting the need for further research and development to align gamification with desired educational outcomes.
(AN 188234218); ISSN: 02664909
CINAHL Complete

Comparison of AI‐Generated and Instructor Feedback: No Significant Difference in Perceived Feedback Quality and Neither on Performance.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: Feedback is an essential part of the educational process as it enriches students' learning experiences, provides information about their current performance, shows them what is lacking in achieving goals, and provides guidance on the strategies needed to achieve those goals. Teachers, especially in crowded classrooms, often have difficulty allocating enough time to provide feedback. ChatGPT has the potential to deliver feedback more efficiently and effectively. Objective: This study aims to investigate the effectiveness of ChatGPT‐generated feedback in students' project proposal development process. Therefore, ChatGPT‐generated and instructor's feedback are compared in terms of perceived feedback quality and performance of students. Method: In the study, a post‐test control group experimental design was used. A total of 48 students enrolled in a blended course at a state university participated in the study for 6 weeks. The study was conducted using a randomised post‐test‐only control group experimental design. Students were asked to prepare a project proposal and feedback was given on each task. While the control group received instructor feedback, the experimental group received ChatGPT feedback. Data were collected via the Formative Feedback Perceptions Scale, and the students' project proposals were graded based on the rubric to evaluate their performance. Results and Conclusion: According to the Mann–Whitney U test analysis, there was no statistically significant difference between the experimental and the control group regarding both students' perceived feedback quality and performance. In conclusion, it can be argued that when guided by the appropriate prompts and asked to examine assignments of similar complexity to those in this study, ChatGPT can provide feedback of similar quality and equivalence to the feedback provided by instructors. In this way, it seems possible to improve students' learning as much as an instructor with individualised feedback by ChatGPT. Finally, it should be noted that these findings are within the limitations of the specific context of project proposal development, reliance on self‐reported data, and the experimental nature of the study; it is recommended to evaluate the effectiveness of AI‐generated feedback in different contexts.
(AN 188234229); ISSN: 02664909
CINAHL Complete

Evaluating the Efficacy of an Intelligent Tutoring System That Integrates Affective Supports Into Math Learning.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 10/01/2025
Background: Computer‐assisted educational technologies that integrate affective supports into math practices could be particularly beneficial for addressing troubling declines in middle grade students' math achievement, affect, and motivation. MathSpring is a web‐based intelligent tutor that offers personalised content, remedial tutoring, and affective support for students and diagnostic reports on students' progress and effort for teachers. Objectives: This preregistered randomised control trial experiment sought to experimentally test the efficacy of the MathSpring platform in improving students' math achievement and dispositions towards math. Methods: The final sample included 53 teachers and their 2003 10–12‐year‐old students from one U.S. state. Teachers were randomly assigned to either use MathSpring with their students (treatment condition) or continue business‐as‐usual math instruction (control condition) for one school year. Before and after the intervention, students' math achievement was measured with standardised math assessments and their dispositions towards math were measured with standardised surveys. Teachers completed logs, surveys, and interviews about their implementation. Results and Conclusions: The results indicated that students in the treatment group did not show evidence of improved achievement, affect, or dispositions towards math compared with students who received business‐as‐usual math instruction. Still, exploratory analyses indicated that students with high usage demonstrated greater achievement than those in the business‐as‐usual group. Though no overall effects of this intervention were detected, educational technology interventions with affective supports still hold potential for improving students' academic and dispositional outcomes.
(AN 188234204); ISSN: 02664909
CINAHL Complete

Artificial Intelligence (AI)-driven dental education: Exploring the role of chatbots in a clinical learning environment.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Prosthetic Dentistry; 10/01/2025
Despite their widespread use in various educational contexts, the integration of chatbots into dental clinical education has not been thoroughly investigated. The noted discrepancy signifies a lack of understanding of how chatbots could enhance the personalized and interactive learning experiences of predoctoral dental students. The purpose of this study was to evaluate the awareness and perceptions of artificial intelligence (AI) technology, interaction experiences, and concerns about a custom-developed chatbot (CB) intervention in the clinical education of predoctoral dental students at the University of Illinois Chicago, College of Dentistry (UIC-COD) compared with the traditional Blackboard (BB) online platform. Eligible participants (n=86) providing verbal consent were allocated via the random block method into BB (n=43) and CB (n=43) groups and asked to engage with their designated platforms for 10 to 15 minutes by focusing on clinical inquiries in a predoctoral implant clinic and supported by a list of 35 typical questions. After the interaction, participants responded on a 5-point Likert scale to a 19-item survey probing AI awareness, platform engagement, and technological concerns. Survey data were anonymized and analyzed using descriptive, inferential statistics and nonparametric Mann-Whitney U tests to compare interventions. The Bonferroni correction for multiple comparisons was performed (α=.0045). Neither the BB or CB group showed any difference in their awareness and perception of AI technology. The CB group demonstrated improved timeliness (P <.001), more interaction (P <.001), reduced faculty workload (P =.001), enhanced receptiveness (P =.002), and less anxiety (P <.001) and was more satisfied (P <.001) when compared with the BB group. However, concerns regarding the potential for incorrect information (P =.003) were more pronounced in the CB group. The integration of chatbot technology into dental clinical education significantly enhanced learning and student engagement, highlighting the potential for future technological enrichment of the educational landscape.
(AN 188237257); ISSN: 00223913
CINAHL Complete

Blending Technology with Classroom Movement Integration.

Wed, 01 Oct 2025 04:00:00 +0000

JOPERD: The Journal of Physical Education, Recreation & Dance; 10/01/2025
Multiple national organizations and a substantial body of research highlight that schools are ideally positioned to promote physical activity (PA) among children and adolescents. One effective approach to extending students' school-based PA beyond traditional programs, such as physical education and recess, is through movement integration (MI)—the incorporation of PA at any intensity level during regular classroom time. Integrating technology into MI can further enhance engagement in classroom PA activities. This article presents strategies for combining technology with MI that can be implemented by diverse school staff, including classroom teachers and others who contribute to an active school culture. Additionally, it offers valuable insights for college professors, researchers, and interventionists interested in advancing MI implementation in schools.
(AN 188424740); ISSN: 07303084
CINAHL Complete

A Qualitative Exploration of Student Perceptions on the Use of AI in an Undergraduate Nursing Research Course.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Nursing Education; 10/01/2025
Background: Artificial intelligence (AI) is increasingly integrated into nursing education, yet limited research exists on students' perceptions of AI use in nursing research courses. This study explored undergraduate nursing students' experiences using AI tools (ChatGPT and U-M GPT) in research courses. Method: This qualitative descriptive study used Braun and Clarke's six-step thematic analysis. Data were collected through anonymous written reflections from students enrolled in nursing research courses at two universities. Results: Five key themes emerged: (1) mixed initial perceptions; (2) shifting final perceptions; (3) AI strengths and limitations; (4) ethical concerns; and (5) use of AI in health care. Participants noted the potential of AI to enhance efficiency and provide feedback but expressed concerns about reliability, ethical use, and overreliance. Conclusion: Structured exposure to AI fostered positive perceptions of AI as a learning tool. Findings highlight the need for ethical frameworks and guidelines to support responsible integration, with future research exploring AI literacy and its implications for nursing education.
(AN 188473474); ISSN: 01484834
CINAHL Complete

WHAT'S HAPPENING. NYC AUTISM SCHOOL EMBRACES VIRTUAL REALITY TO TEACH SOCIAL SKILLS AND BOOST LEARNING.

Wed, 01 Oct 2025 04:00:00 +0000

Exceptional Parent; 10/01/2025
(AN 188495168); ISSN: 00469157
CINAHL Complete

Closing the surveillance gap: Development of a technology-integrated model for nurse anesthesia student controlled substance oversight.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Nursing Regulation; 10/01/2025
Controlled substance (CS) diversion poses serious risks to patient safety, provider well-being, and institutional compliance, particularly in anesthesia practice where potent medications are routinely handled. Nurse anesthesia students are often entrusted with CS preparation and administration under indirect supervision but are frequently excluded from automated dispensing systems. When preceptors retrieve medications on students' behalf, transactions are recorded under the preceptor's credentials, eliminating individual accountability and rendering students invisible to surveillance systems. To address this oversight gap, a newly established nurse anesthesia program partnered with a large academic health system to design a standardized, technology-enabled oversight framework. The model will provide each student with role-based, time-limited system credentials synchronized to clinical rotation schedules, ensuring that all CS transactions—dispensing, administration, and waste—are traceable to the individual performing the task. The framework's five pillars—interprofessional collaboration, standardized policy, annual diversion prevention education, analytics-based surveillance, and clear reporting pathways—align with best-practice recommendations from the American Society of Health-System Pharmacists and standards from the Drug Enforcement Administration and The Joint Commission. Although full implementation is pending, this proactive approach exemplifies a scalable, systems-based solution that strengthens diversion prevention while serving as a pedagogical imperative. Furthermore, embedding students in the same surveillance infrastructure as licensed providers prepares them for the regulatory realities of modern healthcare and sets a new standard for safety, accountability, and professional integrity in anesthesia education. This report describes the pre-implementation phase of this quality improvement initiative, highlighting the rationale, development, and expected benefits and challenges of the framework.
(AN 188598367); ISSN: 21558256
CINAHL Complete

Student Meaning Ascribed to Remote, Simulated Clinical Experiences: A Phenomenological Study.

Wed, 01 Oct 2025 04:00:00 +0000

Perspectives of the ASHA Special Interest Groups; 10/01/2025
Introduction: Questions remain whether recent allowances for remote, simulated clinical experiences adequately prepare students for clinical placements. Recent literature reveals positive student perceptions and descriptions of their experiences with simulation that include repeated practice with a broad range of patient types and disorders, trial and error, and mastery of skills without the pressure of a patient. While there are several benefits, limitations may include the inability to recreate a real-life scenario and the risk of repeated clinical errors. Clinical simulation best practices include clear learning objectives, use of technology with realistic engagement of learner and avatar, and a facilitator--learner prebriefing and debriefing component with feedback and self-reflection. There is limited research with an in-depth focus on how participants describe their experiences and the meaning they attribute to remote, clinical simulation experiences. Purpose: This phenomenological study examines the meaning Communication Sciences and Disorders graduate students ascribe to their remote, simulated clinical experience. Results: The following thematic clusters emerged from participant responses: (a) Interpersonal Communication, (b) Practicality, (c) Authenticity, and (d) Organization. Discussion: While simulated experiences are described as less stressful for learning, they also lack flexibility and authenticity when compared to direct in-person client contact experiences.
(AN 188539615); ISSN: 2381473X
CINAHL Complete

Current status and future perspectives on standardized training for laboratory medicine resident physicians in China.

Wed, 01 Oct 2025 04:00:00 +0000

Journal of Laboratory Medicine; 10/01/2025
This paper offers a comprehensive examination of the current landscape of standardized training for laboratory medicine resident physicians in China. It explores key elements including training objectives, methodologies, content, and evaluation criteria. Based on a critical analysis of existing strengths and limitations within the current system, targeted recommendations are proposed to guide the cultivation of highly qualified professionals in laboratory medicine. These suggestions aim to improve the overall quality of residency training and address growing clinical demands and evolving trends within the discipline.
(AN 188655700); ISSN: 25679430
CINAHL Complete

Enhanced Detection, Using Deep Learning Technology, of Medial Meniscal Posterior Horn Ramp Lesions in Patients with ACL Injury.

Wed, 17 Sep 2025 04:00:00 +0000

Journal of Bone & Joint Surgery, American Volume; 09/17/2025
(AN 188018160); ISSN: 00219355
CINAHL Complete

Serious play: evaluating the balance of knowledge and leisure content in environmental games.

Mon, 15 Sep 2025 04:00:00 +0000

Behaviour & Information Technology; 09/15/2025
In the context of increasing environmental degradation and climate change, promoting environmental awareness through innovative communication approaches is critical. This study examines the role of serious games in enhancing environmental information dissemination and in promoting continued engagement. Through two studies, the research investigates how different game content – knowledge-based versus leisure-focused – can impact user experience, environmental awareness, and continued game use. Study 1 explores the mediating role of customer experience between the interaction with each type of content and game effectiveness, while Study 2 employs an experimental approach to isolate game type effects and assess the role of negative emotions. Findings reveal that the balance between knowledge and leisure-content can be suitable vis-à-vis continued use of the game as long as both informativeness and playfulness are provided. However, when the aim is to promote environmental awareness, an isolated game focused on knowledge-content proves more effective, especially if it provides valuable information and evokes a sense of guilt in the user.
(AN 187842761); ISSN: 0144929X
CINAHL Complete

Application of head-mounted display-based augmented and mixed reality in nursing education: a scoping review.

Tue, 02 Sep 2025 04:00:00 +0000

BMC Nursing; 09/02/2025
Background: With Generation Z becoming the primary group of nursing learners and the increasing shortage of nursing education resources, augmented reality and mixed reality based on head-mounted displays are being used more and more in nursing education. However, the current application landscape and the proper usage of these concepts remain unclear. Therefore, this study aims to conduct a scoping review to explore the current applications of head-mounted display-based augmented reality and mixed reality in nursing education and to clarify the definitions and usage of the concepts of augmented reality and mixed reality, ultimately providing directions for future applications and research. Methods: Based on the five-stage framework and PRISMA-ScR guidelines, a comprehensive collection and summarization of evidence regarding the application of head-mounted display-based augmented reality and mixed reality in nursing education were conducted. The databases retrieved include CNKI, Wanfang Database, VIP, CBM, PubMed, Cochrane Library, Embase, CINAHL, Web of Science, Scopus, IEEE Xplore, ACM Digital Library, and Ei. The languages of the included literature are Chinese and English. The retrieval was up to October 2024. Results: A total of 44 studies were included in this review, covering three types of head-mounted displays: immersive head-mounted displays, smart glasses, and smartphone-based head-mounted displays. The main application areas were skills training and knowledge acquisition. Most of the studies were feasibility studies, though they also included some efficacy studies and research on personal experiences. In addition, these studies often employed vague or inconsistent definitions of augmented reality and mixed reality. Conclusions: Despite various explorations in the application of head-mounted display-based augmented reality and mixed reality in nursing education, there is still room for improvement in the relevant theory and utilization of this technology. In the future, interventions should use the three dimensions (observation of reality, real - virtual interaction, and fidelity of virtuality) described in detail, rather than simply employing the concepts of augmented reality or mixed reality. Efforts should be concentrated on developing and implementing head-mounted displays combined with other technologies that boast enhanced performance and cost - effectiveness, and further validating their effectiveness.
(AN 187699241); ISSN: 14726955
CINAHL Complete

From bedside to learning bench: Educational technology perspectives on ChatGPT-supported triage.

Mon, 01 Sep 2025 04:00:00 +0000

American Journal of Emergency Medicine; 09/01/2025
(AN 187210218); ISSN: 07356757
CINAHL Complete

Commentary: Suggestions for guidance by academics who collaborate with digital companies – a commentary on Bourgaize et al. (2025).

Mon, 01 Sep 2025 04:00:00 +0000

Child & Adolescent Mental Health; 09/01/2025
Our collective article argues for the development of a clear, shared guidance to support responsible collaborations between academic researchers and digital technology companies, particularly in the fields of education and youth mental health. Drawing on longstanding experience in edtech research, we argue that effective academia–industry collaboration requires clearer institutional support, with explicit guidance at both the contractual and community engagement levels to ensure transparency, fair reporting and the inclusion of all stakeholders. We highlight the challenges researchers face, such as limited legal support and difficulties in publishing negative results, and the need for strong contractual safeguards that protect against the suppression of negative results, define data ownership and set transparent terms for data use, publication timelines and study termination. We also advocate for formalized data‐sharing protocols and a centralized, anonymized data repository governed by shared principles, enabling more rigorous cross‐study analyses and supporting funders, researchers and policymakers in making evidence‐based decisions.
(AN 187392261); ISSN: 1475357X
CINAHL Complete

Accuracy, satisfaction, and impact of custom GPT in acquiring clinical knowledge: Potential for AI-assisted medical education.

Mon, 01 Sep 2025 04:00:00 +0000

Medical Teacher; 09/01/2025
Background: Recent advancements in artificial intelligence (AI) have enabled the customization of large language models to address specific domains such as medical education. This study investigates the practical performance of a custom GPT model in enhancing clinical knowledge acquisition for medical students and physicians. Methods: A custom GPT was developed by incorporating the latest readily available teaching resources. Its accuracy in providing clinical knowledge was evaluated using a set of clinical questions, and responses were compared against established medical guidelines. Satisfaction was assessed through surveys involving medical students and physicians at different stages and from various types of hospitals. The impact of the custom GPT was further evaluated by comparing its role in facilitating clinical knowledge acquisition with traditional learning methods. Results: The custom GPT demonstrated higher accuracy (83.6%) compared to general AI models (65.5%, 69.1%) and was comparable to a professionally developed AI (Glass Health, 83.6%). Residents reported the highest satisfaction compared to clerks and physicians, citing improved learning independence, motivation, and confidence (p < 0.05). Physicians, especially those from teaching hospitals, showed greater eagerness to develop a custom GPT compared to clerks and residents (p < 0.05). The impact analysis revealed that residents using the custom GPT achieved better test scores compared to those using traditional resources (p < 0.05), though fewer perfect scores were obtained. Conclusions: The custom GPT demonstrates significant promise as an innovative tool for advancing medical education, particularly for residents. Its capability to deliver accurate, tailored information complements traditional teaching methods, aiding educators in promoting personalized and consistent training. However, it is essential for both learners and educators to remain critical in evaluating AI-generated information. With continued development and thoughtful integration, AI tools like custom GPTs have the potential to significantly enhance the quality and accessibility of medical education.
(AN 187380777); ISSN: 0142159X
CINAHL Complete

Changing systems & emerging trends: Seven roles of future-ready medical students.

Mon, 01 Sep 2025 04:00:00 +0000

Medical Teacher; 09/01/2025
(AN 187380784); ISSN: 0142159X
CINAHL Complete

Interactive 360-Degree Videos for Nursing Education.

Mon, 01 Sep 2025 04:00:00 +0000

Nurse Educator; 09/01/2025
(AN 187481818); ISSN: 03633624
CINAHL Complete

Lecture Recording and Mandatory Attendance Policies in Physician Assistant/Associate Education.

Mon, 01 Sep 2025 04:00:00 +0000

Journal of Physician Assistant Education (Lippincott Williams & Wilkins); 09/01/2025
Introduction: The use of educational technology has changed the landscape of higher education. Lecture capture, a method of recording in-person lectures for viewing outside of class, has been used extensively in health professions education. However, little is known about how lecture capture is used in physician assistant/associate (PA) education or to what degree, if any, does offering recorded lectures affect attendance policies. Methods: A link to a four-question online survey was emailed to all PA program directors listed on the PA Education Association online member directory, and the survey response rate was 41%. Results: There is an even distribution of programs that provide recorded lectures (49.6%) vs. those that do not (50.4%). The most common rationale for providing recordings was to offer an additional resource, while the highest ranked reason for not offering recordings was the concern for passive learning. Most PA programs (93.4%) require attendance for in-person didactic lectures. The primary reason for doing so is out of concern for academic performance. Of those programs that provide recorded lectures, 90.2% require attendance (55/61). Of those programs that do not provide recordings, 96.8% also mandate didactic lecture attendance (61/63). Discussion: These results suggest (1) only half of the PA programs offer recorded in-person didactic lectures, (2) most PA programs require attendance at in-person didactic lectures, and (3) providing students with lecture recordings does not increase the likelihood of mandatory attendance.
(AN 187477482); ISSN: 19419430
CINAHL Complete

A Future That Brings Students From Margins to Momentum.

Mon, 01 Sep 2025 04:00:00 +0000

ASHA Leader; 09/01/2025
(AN 187519289); ISSN: 10859586
CINAHL Complete