First-aid skills represent one of the core professional competencies vital for nursing students in higher vocational colleges，imposing high standards on areas including ideological morality，technical proficiency，and psychological resilience. “Five-Education Integration”（Morality，Intellect，Physique，Aesthetics，and Labor） embodies the new requirement for talent cultivation in the new era and serves as a fundamental principle guiding education at all levels and across all disciplines. Jiangsu College of Nursing has actively explored the “Five-Education Integration” reform practice of First-Aid teaching，which synergizes moral，intellectual，physical，aesthetic，and labor education in a cohesive manner. By taking fostering moral integrity as the soul，intellectual knowledge as the foundation，physical fitness as the enabler，aesthetic education as the nurturer，and labor practice as the vehicle for implementation，this approach comprehensively enhances nursing students’ emergency capabilities from five dimensions. It provides practical insights for cultivating high-quality nursing professionals with improved emergency literacy and skills in the new era，while also offering valuable references for improving the quality and efficiency of talent cultivation in higher vocational education through the implementation of “Five-Education Integration”.

Objective This qualitative study aimed to explore the perceptions and lived experiences of nursing students and faculty regarding a humanistic literacy cultivation program rooted in the “Five-Education Integration” framework. Methods Between February and March 2025，semi-structured interviews were conducted with a purposive sample of 12 undergraduate nursing students and 7 faculty tutors who participated in the program. Interview data were transcribed verbatim and analyzed using qualitative content analysis. Results Three primary themes with twelve constituent sub-themes emerged from the analysis. First，regarding the conceptual understanding and value attribution of “Five-Education Integration”，participants identified moral education as the foundational principle and moral bottom line of nursing humanities；intellectual education as crucial for developing clinical reasoning and interdisciplinary competencies；physical education as the bedrock of professional resilience；aesthetic education as a medium for emotional articulation and cultivating compassionate care；and labor education as a testament to professional commitment and dedication. Second，key experiential encounters and emotional catalysts included：the internalization of values and intergenerational transmission of virtues fostered by role modeling in moral education；the elevation of professional identity through expanded interdisciplinary perspectives in intellectual education；the forging of professional resilience via the combined application of physical and labor education；the perception and expression of professional warmth within caring interactions facilitated enabled by aesthetic education；and the peer-influenced collective socialization process inherent in the program’s activities. Third，future-oriented perspectives revealed student desires for more self-directed，personalized，and technology-enhanced educational experiences，whereas faculty emphasized the need for robust，sustainable institutional mechanisms and evidence-based evaluation systems. Conclusion Teachers and students in the nursing profession have reached a basic consensus on the connotations and value of “Five-Education Integration” in humanistic quality education. Educational activities promote the deep transformation of students’ humanistic qualities through situational practice，emotional triggers，and the support of teacher-student interactions，thereby fully leveraging the synergistic effects of the five educations.

Structuring an education system that integrates morality，intelligence，physical fitness，aesthetics and labor education（“Five-Education Integration”） is one of the important reforms in nursing education in the new era. From the perspective of the “Five-Education Integration” framework and in accordance with national policy requirements for labor education in higher Traditional Chinese Medicine（TCM） institutions，this article，developed a labor education system specifically for TCM nursing. Centered around the university’s nursing program orientation of “emphasizing TCM characteristics”，the system was constructed by defining educational objectives，designing implementation strategies，building resource，clarifying execution paths，and establishing evaluation methodologies of TCM nursing labor education. Furthermore，the study conducted a multidimensional analysis of the actual effectiveness of labor education. The paper proposes strategies for establishing an innovative model of labor education in TCM nursing，aiming to provide both theoretical insights and practical guidance for the reform and advancement of labor education in TCM nursing.

In response to the “Healthy China” strategy and the “Five-Education Integration” policy，nursing education stands at a pivotal juncture to develop a more comprehensive，quality-driven talent development model. This paper takes the School of Nursing at Xinjiang Medical University as a case study to argue that constructing a “Five-Education Integration” training pathway—grounded in curriculum development and spanning theoretical teaching，campus practice，and social/industry engagement—offers an effective approach to cultivate nursing professionals. Centering the model on moral，intellectual，physical，aesthetic，and labor education，the model’s implementation outcomes are highlighted，with the aim of providing insights for future reforms in Chinese nursing education.

Objective To construct a knowledge graph for the Fundamentals of Nursing course and evaluate its preliminary application effect. Methods After integrating the teaching content and resources of the Fundamentals of Nursing course，a knowledge graph for the course was built through ontology construction，knowledge extraction，knowledge fusion，and knowledge storage and visualization. By means of convenience sampling，300 nursing undergraduates of Grade 2023 from a university in Heilongjiang Province were selected as the experimental group，and 313 nursing undergraduates of Grade 2022 from the same university as the control group. The constructed knowledge graph was applied to the theoretical teaching of the Fundamentals of Nursing course for the experimental group，while conventional theoretical teaching was adopted for the control group. The course scores，deep learning ability，and learning engagement scores of the two groups were compared before and after the teaching intervention. Results The final constructed knowledge graph for the Fundamentals of Nursing course included 5 core modules，146 knowledge units，accompanied by 120 clinical scenario-based microcourses，179 extended resources，and 725 stepped training questions attached. Compared with the control group，the experimental group achieved higher scores in final course performance（excluding process assessment results），the total average score of deep learning ability as well as the average scores of all its dimensions（excluding communication and expression），along with the total average score of learning engagement and average scores of all dimensions（excluding cognitive engagement）（P<0.05）. Conclusion Constructing the knowledge graph for the Fundamentals of Nursing course and integrating it into teaching not only helps to improve students’ course learning effects，deep learning ability，and learning engagement level，but also provides an innovative path for enhancing the teaching quality of core nursing courses and deepening the reform of intelligent teaching.

Objective To explore the teaching effect of the Evidence-Based Nursing course integrated with integrated knowledge translation（IKT）. Methods Combined with IKT framework，the teaching design of the Evidence-Based Nursing course was developed. From September 2024 to January 2025，59 postgraduate nursing students（Grade 2024） from a university in Fujian Province，were selected as the participants，and the designed teaching was implemented. The teaching effect was evaluated by the course scores and the results of focus group interviews with the 59 postgraduate nursing students. Results The average course score of the 59 postgraduate nursing students was（83.72±4.36）. Three themes were extracted from the interview data：1）the process of Evidence-Based Nursing course learning as progressing from cognitive enhancement to value identification；2）real-world challenges encountered during course learning；and 3）expectations for the continuous improvement of Evidence-Based Nursing course teaching. Conclusion The teaching of evidence-based nursing courses integrated with IKT has enhanced students’ acquisition of evidence-based knowledge and skills，and deepened their understanding of the clinical value of evidence-based nursing as well as its knowledge translation pathways. However，further improvements are needed in areas such as course resource development，clarifying of learning objectives，and clinical collaboration mechanisms.

Objective To explore the teaching effect of the EGP-ESP（English for General Purposes-English for Specific Purposes） transition course for nursing students who were upgraded from college to university. Methods Following the process of “needs analysis-curriculum objective setting-teaching content and method design-evaluation and feedback” in the ESP curriculum development model：the EGP-ESP transition course which includes three modules（foundation，improvement and development） was designed. After implementing the teaching for 49 upgraded students of Grade 2022 in a medical college in Jiangsu Province，the curriculum design was optimized based on their feedback and the learning needs of 69 nursing upgraded students of Grade 2023. Subsequently，the optimized curriculum was implemented for the Grade 2023 students. The teaching effect was evaluated through the course scores of Grade 2023 students，and the survey results on their perceived English proficiency and learning experience. Results The course score of 69 nursing upgraded students of Grade 2023 was 77.2（75.3，79.9）. There were 35 students（50.7%），33 students（47.8%），22 students（31.9%），18 students（26.1%） and 22 students（31.9%） who thought their listening，speaking，reading，writing，and translation abilities had been improved respectively，and the score for the change in interest in English learning was 10.0（0，28.5）. Students generally reflected the supporting value of the course in professional situational communication and cross-cultural understanding. Conclusion The EGP-ESP transition course is helpful to promote the development of English proficiency of college. upgraded nursing students，cultivating their adaptability to professional situations and enhancing humanistic literacy. Students have a high recognition of the course. In the future，the course needs to be continuously optimized in terms of system guarantee，stimulation of students’ learning motivation and the construction of situational resources.

Under the guidance of the “Double High Program” for vocational education quality development，this study addressed key challenges in nursing basic medical curricula，including disciplinary fragmentation，insufficient practical training，and faculty’s limited clinical expertise. Centered on nursing scenarios，six basic medical courses—Human Anatomy，Physiology，Pathology，Pharmacology，Pathogenic Biology and Immunology，and Biochemistry—were integrated into four core modules：Human Structure and Metabolism，Disease Mechanisms and Nursing Practice，Disease Prevention and Control and Nursing Fundamentals，and Comprehensive Clinical Medicine Training. The theory-practice class hour ratio was reconstructed，and a dual teacher ability enhancement plan was implemented. The reform achieved significant outcomes：the final examination scores of basic medical courses for students（86.5±8.2） were significantly higher than those of previous years（72.3±10.5），with a statistically significant difference（P<0.001）；the excellent rate in clinical skills assessment increased from 20% in previous years to 42%，also demonstrating a statistically significant difference（P<0.001）. The “curriculum integration-practice enhancement-faculty development-evaluation loop” model provides a replicable paradigm for higher vocational nursing education.

Objective To explore the effectiveness of an interdisciplinary science communication workshop that integrates obstetric and gynecological nursing with communication studies among undergraduate nursing students. Methods A convenience sampling method was used to recruit undergraduate nursing students from the 2021 cohort at a university. Participants were divided by class into a control group（n=76） and an experimental group （n=76）. The experimental group participated in an interdisciplinary science communication workshop，conducted as a “second classroom” that integrates elements of the Obstetric and Gynecological Nursing course. The workshop，designed according to an effective teaching model，integrated nursing and communication knowledge through five stages：Objectives，Activation，Multi-learning，Assessment，and Summary（OAMS），with a total duration of 10 class hours. During the same course period，the control group engaged in online video-based learning related to health communication. The final exam scores，self-directed learning ability，and medical science communication competence were compared between the two groups. Results The experimental group demonstrated significantly higher scores than the control group in formative assessments，theoretical knowledge examinations，self-directed learning ability，and medical science communication competence（P<0.05）. Conclusion The interdisciplinary workshop integrating obstetric and gynecological nursing with communication studies effectively enhances nursing students’ self-directed learning abilities and science communication competence，contributing to the cultivation of innovative，practice-oriented，and interdisciplinary nursing talent.

By analyzing challenges in clinical practice instruction for master of nursing specialist（MNS） students at three representative teaching hospitals in Inner Mongolia（accounting for over 90% of total MNS enrollment in the region），this study proposes an optimization framework centered on four core pillars：establishing an integrated training model where research supports clinical practice，strengthening mentor collaboration and competency development，deepening university-hospital collaborative management mechanisms，and improving a comprehensive，multi-stakeholder supervision and evaluation system. This framework aims to enhance the quality of clinical practice teaching for MNS students in frontier regions and cultivate high-level applied nursing professionals.

Objective To explore the latent categories of nursing professional commitment among male nursing interns and identify its influencing factors. Methods From June to December 2024，a convenience sampling method was used to select 296 male nursing interns from six hospitals in Jiangsu Province. Participants were surveyed using the basic characteristic questionnaire，Nursing Professional Commitment Scale，Resilience Scale，and Simplified Coping Style Questionnaire. Latent profile analysis（LPA） was employed to identify subtypes of professional commit-ment，and multinomial Logistic regression was applied to analyze influencing factors. Results The nursing professional commitment of male nursing interns could be classified into three latent profiles：the weak willingness-ambiguous identification type（30.7%），the ambiguous willingness-value identification type（57.1%），and the strong wil-lingness-conservative evaluation type（12.2%）. Multivariate Logistic regression analysis revealed that，compared with the weak willingness-identification ambiguity type，interns who self-assessed their academic performance at school as relatively poor were less likely to enter the willingness ambiguity-value identification type；those with unfavorable internship experiences were less likely to belong to the willingness ambiguity-value identification type and the strong willingness-evaluation conservative type；those who had experienced occupational discrimination were more likely to belong to the willingness ambiguity-value identification type and the strong willingness-evaluation conservative type；interns with higher psychological resilience and a tendency toward positive coping were more likely to belong to the strong willingness-evaluation conservative type；whereas those with higher tendency toward negative coping were less likely to belong to the willingness ambiguity-value identification type and the strong willingness-evaluation conservative type（all P<0.05）. Conclusion There is group heterogeneity in the professional commitment of male nursing interns. Nursing educators can identify the categories of professional commitment of male nursing interns at an early stage and implement targeted intervention strategies based on relevant influencing factors to promote their professional commitment level.

Objective To explore the methods and effects of improving the regulations training for new nurses. Methods Fifty-eight nurses newly recruited in 2023 were selected as the experimental group，and received the improved training method，including pre-training，small lectures for new nurses，retrospective feedback，case discussion，development of a system-related “prohibited list”，and case analysis；50 nurses newly recruited in 2022 were taken as the control group，and the traditional training method was adopted. The two groups were compared in terms of post-intervention follow-up and comprehensive assessment scores，training recognition scores of training content and format，implementation rates of key core systems，nursing adverse events and the percentage of adverse events caused by non-compliance with regulations. Results The experimental group’s appraisal results，recognition scores of the training content and form，and the implementation rate of key systems in terms of timeliness rate of graded nursing rounds，standardization rate of medical order execution，qualified rate of surgical handover，and qualified rate of writing nursing documents were better than those of the control group（P<0.05）；the proportion of adverse events related to the implementation of the regulations was lower than those of the control group in the experimental group（P<0.05）；and the two groups’ recognition scores of the training instructor，there was no statistically significant difference between the two groups（P>0.05）；no Grade G-I adverse events occurred in the two groups within one year of work，and the difference in the grading of adverse events between the two groups was not statistically significant（P>0.05）. Conclusion The improved regulations training method for new nurses is conducive to their mastery and implementation of the regulations，and effectively reduces the incidence of key system-related adverse events.

Objective To systematically summarize the best evidence on medication interruption management in nursing and provide guidance for clinical practice. Methods Following the “5S” evidence-based model，researchers systematically searched Chinese and English databases，guideline-related websites，and interruptions.net for literature related to medication interruption management，including clinical decision-making，best practices，clinical practice guidelines，systematic reviews，evidence summaries，expert consensus，and original research. The search period was from the establishment of the database to December 31，2024. Two researchers trained in systematic evidence-based knowledge independently conducted literature screening，quality assessment，evidence extraction，and synthesis based on clear inclusion and exclusion criteria. Results A total of 33 studies were finally included，comprising two systematic reviews，three randomized controlled trials，and 28 quasi-experimental studies. Seventeen recommendations were derived from three dimensions：organizational level（5 items），management level（7 items），and individual level （5 items），covering key elements such as standardized workflows，environmental optimization，multidisciplinary collaboration，and medication interruption management training. Conclusion Based on the existing evidence，it is recommended to optimize the medication safety environment，establish a medication safety management system，enhance medication interruption management training，and conduct interruption management education for patients and families to effectively reduce the incidence of medication errors related to interruptions and ensure patient medication safety.

Objective To explore the current status and influencing factors of physical activity barriers in late-pregnancy women. Methods A cross-sectional study was conducted among 505 late-pregnancy women using the General Information Questionnaire，Barriers to Physical Activity during Pregnancy Scale，Pregnancy Exercise Self-Efficacy Scale，and the Chinese Version of the International Fall Efficacy Scale. Results The total score of the barriers to physical activity in late-pregnancy women was（99.95±19.04）. Multivariate stepwise regression analysis revealed that pregnancy complications，fall efficacy，age，exercise self-efficacy and prenatal exercise guidance during pregnancy were the main influencing factors of physical activity barriers in late-pregnancy women（P<0.05），explaining 71.7% of the total variance in the barriers to physical activity. Conclusion Physical activity barriers in late-pregnancy women are at a moderate level. Healthcare providers should offer corresponding pregnancy exercise guidance，focus on pregnant women with gestational complications and advanced age，and make efforts to reduce fear of falling and improve exercise self-efficacy，thereby reducing physical activity barriers.

Objective This study systematically synthesizes and comprehensively evaluates the construction characteristics，predictive performance and methodological quality of existing models for predicting the risk of frailty in maintenance hemodialysis（MHD） patients，with the aim of providing a comprehensive evidence summary and reference for the optimization and clinical transformation of models in this field. Methods Systematically searched PubMed，Embase，Web of Science，Cocharne Library，CNKI，Wanfang Database，VIP Database and China Biomedical Literature Database to collect relevant studies published from the establishment of each database up to September 2025 on the prediction model of frailty risk for maintenance hemodialysis patients. Literature screening and data extraction were independently completed by two researchers，and the risk of bias and clinical applicability of all included studies were strictly assessed using the Predictive Model Bias Risk Assessment Tool （PROBAST）. Results A total of 15 studies involving 19 prediction models were included. Meta-analysis showed that the model had good overall discrimination overall（pooled AUC=0.882，95%CI：0.839-0.924），but there was a high degree of heterogeneity between studies（I²=92.57%），and sensitivity analysis confirmed that this result was robust. PROBAST assessment showed that 13 studies were at high risk of bias. Predictors were categorized into four groups：patient baseline data，disease burden，laboratory indicators and functional status. Among them，age，comorbidity index，serum albumin，depressive symptoms and physical activity level were the most frequently reported core risk factors. Conclusion Existing research on the risk prediction model for MHD patients shows the contradictory characteristic of “favorable apparent performance， but insufficient methodological rigor”. However， the core set of risk factors identified in this study can provide practical warning signals for high-risk individuals in current clinical practice. In the future， high-quality research on risk prediction models needs to be conducted， and their clinical applicability and effectiveness should be verified through actual clinical implementation.

Objective To explore the effect of evidence-based practice（EBP） in feeding care for stroke patients with dysphagia. Methods Based on the group standard Feeding Care of Patients with Dysphagia Following Stroke，audit indicators and methods were formulated. A baseline audit was conducted from January to March 2024 to identify existing barriers and practice reforms were implemented thereafter，followed by a post-implementation audit from May to June 2024. The compliance rate of audit indicators and the recovery of swallowing function in stroke patients with dysphagia were compared before and after the application of EBP. Results After the implementation of EBP，the compliance rate of all 10 audit indicators increased significantly（P<0.05）；the improvement in swallowing function in patients was superior to that before evidence application（Z=2.384，P=0.017）. Conclusion Evidence-based practice promotes the standardization and effectiveness of feeding care for stroke patients with dysphagia，improves the quality of nursing care related to safe feeding，and optimizes the recovery of patients’ swallowing function.

With the continuous transformation of China’s medical model and the growing requirements for talent cultivation，the traditional vertical-thinking teaching model in nursing education can no longer meet the needs of fostering nursing students’ critical thinking and comprehensive clinical analytical abilities. Lateral thinking theory and its associated instructional tool，the “Six Thinking Hats” method，can help guide students to break free from conventional vertical thinking patterns and strengthen critical thinking skills. They hold great significance for improving the quality of nursing education and for cultivating nursing professionals who are competent for the new era. This article reviews the current application of the “Six Thinking Hats” method in nursing education，explores their pedagogical value and the challenges faced in practice，and proposes corresponding strategies，with the aim of providing a reference for the reform of nursing teaching methods and for enhancing the quality of talent cultivation.

Chronic kidney disease（CKD） is characterized by high prevalence，frequent complications，and prolonged treatment cycles. Comprehensive and effective management plays a pivotal role in slowing disease progression. Digital health presents new opportunities for managing chronic kidney disease. This article reviews the application of digital health in symptom management，nutritional management，dialysis management，medication adherence support，exercise management，and health education for patients with chronic kidney disease. It describes the forms and effectiveness of these applications，analyzes existing limitations，and offers recommendations to provide a reference for the digital management of chronic kidney disease.