Objective To develop an artificial intelligence（AI）-based teaching platform for Health Assessment and explore its preliminary application effects，thereby providing a reference for AI-enhanced nursing education. Methods A specialized teaching platform was developed by integrating large language models （e.g.，Zhipu AI，DeepSeek） with nine functional engines，based on an analysis of Health Assessment teaching requirements. A historical control design was adopted. Fifty-one undergraduate nursing students from the 2022 cohort at a university in Guangdong Province were assigned as the control group，and 51 students from the 2023 cohort as the experimental group. Theoretical knowledge and practical skill scores were compared between the two groups. Within the experimental group，clinical reasoning ability was assessed before and after the intervention. The platform’s usability and student satisfaction were also investigated in the experimental group. Results The AI-powered platform featured personalized learning planning，multi-role interactive guidance，and real-time intelligent Q & A. Post-intervention，the experimental group achieved significantly higher scores than the control group in both theoretical knowledge and practical skills （P<0.05）. The mean clinical reasoning ability score within the experimental group increased signifi-cantly from 52.65 to 64.41 （P<0.05）. The average System Usability Scale （SUS） score was 72.12，indicating good usability. The average satisfaction score was 78.51，reflecting high student acceptance. Conclusion The AI-based Health Assessment teaching platform exhibits sound scientific validity and usability. It enhances nursing students’ theoretical knowledge，skills level，and clinical reasoning abilities，showing its application potential in the digital and intelligent transformation of nursing education. Further optimization and broader implementation are recommended for future development.

Objective To explore the construction methods and evaluate teaching effects of an undergraduate courses in Nursing Informatics and Artificial Intelligence. Methods Guided by national policies and based on literature review and expert consultation，a two-round Delphi method was conducted with 12 experts，resulting in 13 course objectives，8 first-level indicators，and 33 second-level indicators for course content. A multidisciplinary teaching team was established through an open selection process，and focus group discussions were used to determine the teaching methods，including lectures，discussions，case analyses，and online resource recommendations. The 20-hour course was implemented at a university from September 2024 to February 2025 with 93 enrolled students. Teaching evaluation was conducted through the assessment of students’ course performance，teaching effectiveness，and satisfaction. Results The students’ average score was 93.58 ± 2.60. The design topics reported by the students involved intelligent eldercare for home-bound older adults，intelligent nursing training platforms，online research platforms，and intelligent management of drug expiration. The scores for all items in the teaching effectiveness and satisfaction evaluations were above 9 points. Conclusion The construction process of the undergraduate course in Nursing Informatics and Artificial Intelligence was scientifically sound and reliable，with advanced content. Students demonstrated high engagement and provided positive evaluations of the teaching effectiveness and their satisfaction. The successful implementation relied on key enablers：an interdisciplinary teaching team，a university-enterprise collaboration mechanism，and high-standard practical training facilities.

Objective To apply generative artificial intelligence （GenAI） technology to assist case-based teaching in the Adult Nursing course，exploring feasible pathways for effectively integrating AI technology into classroom teaching and evaluating its impact. Methods A GenAI-assisted case-based teaching framework was developed and implemented in the Adult Nursing course during the second semester of the 2024—2025 academic year （n=182）. Outcome and process evaluation scores were collected and compared with the scores of students from previous cohorts who participated in traditional case-based teaching for the same course （n=167）. Results Students in the GenAI-assisted group demonstrated significantly higher post-test scores （P=0.019），analytical process evaluation scores （P<0.001），and discussion participation rates （P=0.002） than the traditional group. Over 50% of students reported that GenAI-assisted case-based comprehension，mastery of key concepts，and learning motivation. Conclusion The teaching practice of case-based teaching empowered by GenAI technology has achieved certain results in improving teaching effectiveness and enhancing students’ participation in discussions. In subsequent course teaching，teachers need to further strengthen guidance and supervision of students’ standardized use of GenAI，deeply promote the effective integration of AI technology and classroom teaching，and improving the quality of talent cultivation.

Objective To conduct a scoping review of strategies for cultivating medical students’ emotional intelligence using generative artificial intelligence （GenAI），to inform future practical research. Methods Following the scoping review framework，we systematically searched relevant studies in Chinese and English databases from their inception to September 22，2025. The included literature was summarized and analyzed. Results A total of 16 documents were included in the analysis. Four core cultivation strategies were identified： GenAI simulated interactive training，GenAI-assisted self-directed learning，GenAI cognitive comparison and reflection，and differentiated support and AI literacy courses. These strategies have been implemented across diverse teaching scenarios，including virtual simulation experiments，classroom instruction，skills training，and self-directed learning. Existing strategies primarily focus on the “social skills” dimension of emotional intelligence，whereas dimensions such as “self-regulation” and “empathy” had received less attention. Conclusion The application of GenAI in cultivating emotional intelligence among medical students remains in its exploratory phase. Future efforts should focus on developing instructional designs based on emotional intelligence theoretical frameworks and establishing multidimensional，long-term evaluation systems. This approach will advance the high-quality integration of AI into nursing education.

With the widespread application of artificial intelligence（AI） technology in healthcare and education，AI literacy has become a key factor influencing its effectiveness. This study systematically reviewed the development of AI literacy assessment tools，summarized the core concepts and dimensional framework of AI literacy，and categorized 11 representative tools into four groups：general-purpose tools，student-focused tools，teacher-focused tools，and technology-specific tools. Simultaneously，these assessment tools were evaluated based on the Consensus-based Standards for the Selection of Health Measurement Instruments（COSMIN）. Existing tools exhibited differences in theoretical foundations，dimensional frameworks，measurement methods，methodological quality，and measurement properties，each with their own strengths and limitations. Based on these findings，this study offers implications for clinical practice，nursing education，and research to guide the accurate assessment of AI literacy in relevant populations.

The emergence of generative artificial intelligence（GenAI） based on large language models（LLMs） marks a breakthrough in artificial intelligence technology. Studies have shown that integrating AI technology into nursing education practice can significantly enhance teachers’ teaching efficiency and improve students’ learning experiences. However，the core ethical challenges accompanying the widespread application of AI urgently require systematic investigation. This study reviews the various ethical challenges that may arise when LLMs are applied in nursing education practice，including data privacy and security risks，algorithm bias and educational equity concerns，insufficient informed consent and transparency，ambiguous liability and accountability dilemmas，absence of humanistic care and emotional connection，and erosion of academic integrity and distortions in competency assessment. Based on this，this study proposes a diversified governance path covering data security safeguards，bias mitigation strategies，standardized informed consent，clear liability delineation，strengthened humanistic care，and integrity enhancement measures. The research results can provide practical guidance for nursing educators to reasonably，safely，and effectively apply LLMs，and offer theoretical references for promoting the ethically aligned development of artificial intelligence technology and nursing education.

The information technology revolution，represented by artificial intelligence，is driving medicine into a new stage，simultaneously imposing new requirements on medical talent cultivation. Under the background of New Medical Science，cultivating interdisciplinary，compound，and innovative nursing talents is not only an active response to practical demands，but also an inevitable trend for the construction and development of nursing colleges and universities. Taking the reform of nursing education in local universities as a starting point，the School of Nursing at University of South China explored the effect of a four-in-one “Curriculum-Faculty-Resources-Quality” model within its “Nursing + X” interdisciplinary talent training pathway. This exploration aimed to comprehensively stimulate students’ innovative practical abilities and career development potential. Practice has shown that this training pathway has deepened the connotation of nursing discipline construction，effectively improved students’ interdisciplinary literacy and professional competitiveness，and can serve as a reference for the cultivation of interdisciplinary and innovative nursing talents in local universities.

Objective To explore the educational effects of a Hospital Infection Prevention（HIP） course for undergraduate nursing students. Methods A HIP course for undergraduate nursing students was developed by defining teaching objectives，clarifying teaching content，and designing teaching implementation. Using convenience sampling，117 nursing undergraduates from the 2022 cohort（experimental group） and 109 from the 2021 cohort （control group） at a university in Zhejiang Province were recruited. The experimental group completed the newly developed HIP course，whereas the control group received conventional teaching in which relevant HIP knowledge was dispersed across various nursing courses. The scores of hospital infection prevention and control knowledge，attitude，and practice as well as the results of operational assessment were compared between the two groups. The experimental group’s acceptance of the course was also surveyed. Results The total scores and dimension-specific scores of hospital infection prevention and control knowledge，attitude，and practice，as well as the results of operational assessment in the experimental group，were all significantly higher than those in the control group（P<0.05）. In the experimental group，99.1% of the students reported “very satisfied” with the overall course. Conclusion The HIP course for undergraduate nursing students has improved their knowledge，attitude，practice and operational skills in infection prevention and control，and was highly regarded by the students.

Objective To translate the Student Online Learning Patience Scale（SOLPS） into Chinese and verify the reliability and validity of the Chinese version among nursing students，thereby providing a tool to assess their online learning patience. Methods The Chinese version of the SOLPS（Preliminary Version） was formed through forward translation，back translation，cross-cultural adaptation，and pre-testing. In April 2025，a convenient sampling method was adopted to select 960 nursing students from three undergraduate colleges and one higher vocational college in Heilongjiang，Liaoning，and Shandong Provinces as participants. They completed the Chinese SOLPS. From this sample，50 students were randomly selected for a retest 2-3 weeks later to evaluate test-retest reliability. Results The Chinese SOLPS was a unidimensional scale consisting of 10 items. The scale-level content validity index average（S-CVI/Ave） was 0.974，and the item-level content validity index（I-CVI） ranged from 0.895 to 1.000. Results of known-group validity analysis indicated that there were statistically significant differences in the scores among nursing students with different genders and academic program（P<0.05）. For convergent validity，the standardized factor loadings ranged from 0.781 to 0.849，the average variance extracted（AVE） was 0.672，and the composite reliability（CR） was 0.953. The overall Cronbach’s α coefficient of the scale was 0.962，the split-half reliability coefficient was 0.960，and the test-retest reliability coefficient was 0.934. Measurement invariance across gender and academic program was established. Conclusion The Chinese version of SOLPS has good reliability and validity，and can be used as a tool to assess the online learning patience of nursing students in China.

Objective To explore the effect of a design thinking-based experimental teaching in Health Assessment Experimental Course. Methods On the basis of helping students establish the perception of humanistic care in the Health Assessment Course，a problem-based learning（PBL） teaching model integrating humanistic care was implemented in the experimental course. The model was based on the design thinking “3I” framework （Inspiration，Ideation，and Implementation）. A total of 140 nursing undergraduates from the Class of 2023 at a medical college were selected by convenience sampling as the participants. The effects of the teaching model was evaluated through the experimental assessment scores of the course. Additionally，semi-structured interviews were conducted with 10 purposively sampled nursing undergraduates and 4 standardized patients. Results The average experimental assessment score of the 140 nursing undergraduates in the Health Assessment Course was（92.60±4.33）. Their scores in the dimensions of data collection，physical assessment，communication，and humanistic care were（22.21±1.46），（33.06±1.89），（13.66±0.91），and （23.28±1.25） respectively. The analysis of interview data showed that students not only gained positive learning experiences such as stimulated learning interest and improved learning efficiency，but also achieved the cultivation of innovative thinking，enhanced professional identity，and the construction of the significance of humanistic care. Standardized patients reported that students had improved communication and innovation abilities，and could deliver humanistic care with sincerity. They also reported an enhanced sense of identification with the nursing profession and personal value. Conclusion The design thinking-based Health Assessment Course can effectively cultivate nursing undergraduates’ humanistic care competence and comprehensive quality，and its effect has been recognized by multiple stakeholders. It helps establish a solid value foundation for students’ subsequent learning and clinical practice.

Objective To construct a scientific and rational core competency evaluation framework for undergraduate nursing interns at traditional Chinese medicine（TCM） universities and to conduct its preliminary application. Methods A research team was established to screen and revise evaluation indicators using literature analysis，semi-structured interviews，and the Delphi method. The analytic hierarchy process（AHP） was employed to determine indicator weights，resulting in the development of core competency evaluation indicators for undergraduate nursing interns at TCM universities. These indicators were then applied to assess 31 undergraduate nursing interns from TCM universities. Results The constructed framework comprises 4 primary indicators，18 secondary indicators，and 63 tertiary indicators. The expert agreement rates for two rounds of expert consultation were 96%（22/23） and 100%（22/22），respectively； The expert authority coefficients were 0.936 and 0.943，respectively. The Kendall’s coefficient of concordance for indicators at all levels ranged from 0.371 to 0.434 and 0.464 to 0.483（P<0.05）. The overall core competency score of the 31 evaluated interns was 87.46. Conclusion The developed core competency evaluation indicators for TCM nursing interns successfully incorporates TCM-specific characteristics and demonstrates both practicality and scientific validity. It can serve as a valuable reference for the training and assessment of undergraduate nursing students at TCM institutions.

Objective To explore the effectiveness of the Case-Based Learning（CBL） combined with Seminar teaching method supported by knowledge graph in the clinical teaching of undergraduate nursing interns in the Neurology Department. Methods A knowledge graph for neurological diseases，focusing on cerebrovascular diseases，was constructed through ontology construction，knowledge extraction，knowledge fusion，knowledge storage，and visualization. Fourty nursing students who entered the department from June 1，2023 to March 31，2024 were assigned to the control group，and 40 nursing students who entered the department from June 1，2024 to March 31，2025 were assigned to the experimental group. The control group carried out teaching activities using traditional methods，while the experimental group adopted the CBL combined with seminar teaching method supported by knowledge graph. Theoretical knowledge scores（upon entry and exit of the department） and clinical thinking ability were compared between groups. The experimental group’s acceptance of the teaching method was surveyed，and semi-structured interviews were conducted with students and clinical teachers to explore their experiences and suggestions. Results The experimental group outperformed the control group in both theoretical assessment scores and clinical thinking ability scores（P<0.05）. Among nursing students in the experimental group，72.5% believed that the teaching mode was helpful for forming a pattern of thinking and solving problems. Both teachers and students acknowledged its benefits in enhancing learning interest，teaching efficiency，and learning transfer，however，while noting that its deeper implementation faced challenges. Conclusion The CBL combined with seminar teaching method supported by knowledge graph can improve the theoretical knowledge acquisition，cultivate clinical thinking，and improve teaching and learning outcomes for undergraduate nursing interns in neurology.

Objective To construct an on-the-job training management system for clinical nurses under the hospital-wide bed-sharing mode，and to explore its practical effects. Methods Based on preliminary research，combined with literature review and expert meetings，an on-the-job training management system was developed，including vertical management structure，shared teaching resources，differentiated talent cultivation，and fostering a collaborative teaching ecology. From January to June 2025，24 nursing units with 449 nurses from the top 10 specialties with the highest patient mobility for interdisciplinary admissions at a tertiary first-class hospital in Zhejiang Province were selected to apply this system. A quasi-experimental study design was employed，utilizing the Kirkpatrick Training Evaluation Model. The satisfaction and self-efficacy of nurses with the training（Level 1：Reaction），Objective Structured Clinical Examination（OSCE） scores （Level 2：Learning），nursing quality inspection scores（Level 3：Behavior），and the incidence of nursing adverse events in interdisciplinary admissions（Level 4：Results） were compared before and after implementation. Results After applying the system，93.5% of nurses expressed high satisfaction with the training management system. The OSCE assessment scores，nurses’ self-efficacy scores for interdisciplinary nursing，and nursing quality inspection scores were all higher than before implementation or in the concurrent control group，with statistically significant differences（P<0.001）. No statistically significant difference was observed in the incidence of nursing adverse events before and after system application（P>0.05）. Conclusion The implementation of the on-the-job training system for clinical nurses facilitates the integration of specialized nursing training resources，enhances nurses’ skill proficiency and self-efficacy in interdisciplinary care. Furthermore，it improves the quality of nursing services. This system provides high-quality training guarantee for the operation of the “hospital-wide bed-sharing” management mode.

Objective To explore preliminary application effectiveness of a home maternal and infant care training program for community nurses. Methods On the basis of literature review and expert discussion，a preliminary draft of the program was formulated. From January 2024 to March 2024，16 experts were selected as consultation participants by convenience sampling，and two rounds of expert consultation were conducted to finalize the program. In June 2024，the program was pilot-tested with 31 community nurses attending a training course at a tertiary Grade A obstetrics and gynecology hospital. The scores of the Online Nurse Core Competency Assessment Questionnaire and General Self-Efficacy Scale of community nurses were measured before and after the training. Participants’ satisfaction with the training was also surveyed. Results After the training，the 31 community nurses showed significant increases in both core competency and general self-efficacy scores compared to pre-training levels（P<0.05）. The overall training satisfaction score was（4.84±0.45）. Conclusion The developed program has certain scientificity and practicality. Its application is conducive to improving the core competence in providing internet-plus nursing services and self-efficacy of community nurses，with a high level of participant satisfaction.

Objective To understand the current state of humanistic practice competence among clinical nursing educators in China，and analyze its influencing factors，thereby providing a theoretical basis for enhancing educators’ humanistic practice competence. Methods A convenience sampling method was employed to survey 1，355 clinical nursing instructors using a general information questionnaire，the Nursing Professional Value Scale，and the Humanistic Practice Competency Assessment Scale. Results The total scores for humanistic practice competence and professional value sense among clinical nursing educators were（113.18±13.37） and （150.15±20.93），respectively. Humanistic practice competence and professional value sense showed a significant positive correlation（r=0.643，P<0.001）. Factors influencing humanistic practice competence among clinical nursing educators included years of experience，behavioral habits regarding perception of patients’ emotional needs during work，attitudes toward implementing systematic humanistic nursing training，adequacy of humanistic knowledge reserves for teaching demands，engagement in humanistic-related teaching tasks，and professional sense of value（R²=0.453，P<0.05）. Conclusion Clinical nursing educators exhibit at a relatively high level of humanistic practice competence. Nursing administrators should enhance training in humanistic nursing and professional ethics，establish career development support systems，improve compensation packages，and develop management strategies in combination with influencing factors to promote the advancement of humanistic practice competence among clinical nursing educators.

Objective To investigate the impact of adversity quotient on psychological resilience among nurses experiencing workplace violence，as well as the mediating role of self-efficacy and the moderating role of perceived organizational support. Methods A cross-sectional survey was conducted with 385 nurses who had experienced workplace violence. They completed the Adversity Quotient Scale， Self-Efficacy Scale， Perceived Organizational Support Scale，and Psychological Resilience Scale. Results Adversity quotient positively predicted psychological resilience among nurses experiencing workplace violence（β=0.186）. Self-efficacy mediated the relationship between adversity quotient and psychological resilience，with a mediation effect value of 0.168，accounting for 59.36% of the total effect. Perceived organizational support moderated the relationships between adversity quotient and self-efficacy （β=0.164） as well as between adversity quotient and psychological resilience（β=0.246）. Conclusion Adversity quotient directly influences psychological resilience among nurses experiencing workplace violence and indirectly affects resilience through self-efficacy. Perceived organizational support positively moderates the effects of adversity quotient on both self-efficacy and psychological resilience.

Objective To evaluate the application effect of a phased health achievement intervention program in elderly patients with diabetic cardiomyopathy（DCM）. Methods A prospective，intention-to-treat，randomized controlled clinical trial was conducted in an independent medical institution. Elderly patients with DCM who treated at the First Affiliated Hospital of Zhengzhou University from April 2022 to August 2023 were independently recruited as the study subjects. They were randomly divided into an experimental group（n=45） and a control group（n=45） using computer-based simple randomization. The control group received routine nursing in cardiology department. While the experimental group received the phased health achievement intervention. Both groups were intervented for 3 months. Before nursing intervention and at the end of the third month，the blood glucose control [HbA1c，fasting blood glucose（FBG），postprandial blood glucose variability coefficient（CV）]，heart function improvement[left ventricular ejection fraction（LVEF），cTnT]，and self-management ability[Diabetes Self-Management（DSM）] were compared between the two groups. Results Ultimately，42 cases were included in the experimental group and 41 cases in the control group. At the end of the 3rd month of nursing intervention，HbA1c，FBG，CV，and cTnT in the experimental group were all lower than those in the control group（P<0.05），and the LVEF index and DSM scale score were higher than those in the control group（P<0.05）. Conclusion The phased health achievement intervention program can significantly improve blood glucose and cardiac function in elderly patients with DCM，enhance the quality of life and self-management ability of the prognosis，and provide a scientific basis for formulating more effective individualized health management strategies.

Objective To explore the application effectiveness of health education based on King’s theory of goal attainment in patients receiving noninvasive ventilation. Methods By convenience sampling method，98 inpatients who underwent noninvasive ventilation in the Department of Respiratory and Critical Care Medicine of a tertiary hospital in Shanxi Province from March to October 2024 were selected as the research objects. Among them，50 patients who were treated from March to June 2024 were assigned to the control group，and 48 patients who were treated from July to October 2024 to the experimental group. The control group received routine health education，and the experimental group received a collaborative health education model based on King’s Theory of Goal Attainment，involving nurses，patients，and their primary family caregivers in a goal-setting and attainment process. The differences in treatment compliance，lung function results，PaO₂，PaCO₂ results and the incidence of non-invasive ventilation-related complications were compared between the two groups. Results Compared with the control group，the experimental group showed significantly better treatment compliance and PaO₂/PaCO₂ levels（all P<0.05），and a significantly lower incidence of complications（P<0.001）. No significant between-group difference was found in other lung function parameters（P>0.05）. Conclusion Health education based on the King’s theory of goal attainment is helpful to improve the treatment compliance and treatment effect of patients with non-invasive ventilation，and reduce the incidence of related complications.

Objective To systematically review the research on emotional freedom technique in patients with cancer，and to understand the current status of research on emotional freedom technique，to provide a reference for future scholars. Methods We systematically searched relevant literature available in 9 academic databases. The retrieval time limit was set from the establishment of the database to June 4，2025. The results of the literature were summarized and analyzed. Results A total of 20 articles were included，the intervention forms of emotional freedom technique are mainly offline and online combined offline intervention；the intervention periods advanced cancer，cancer pain，chemotherapy，preoperative period，postoperative period，current radiotherapy and chemotherapy，and endocrine therapy；the intervention duration ranges from 3 days to 3 months；the number of interventions ranges from 3 to 168 sessions，and the duration of a single intervention is 10 to 45 minutes；the outcome indicators include psychological indicators，physiological indicators，social indicators，self-management indicators and other indicators. Conclusion Future research should pay attention to the positive role of emotional freedom technique in cancer patients，and develop more scientific and feasible intervention protocols for emotional freedom technique in cancer patients based on different theories，so as to better improve the mental health of cancer patients.