Table of Content

15 March 2026, Volume 23 Issue 3 Previous Issue   

Simulated Teaching

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Application of sand table simulation based on the motivation model in the undergraduate course of Emergency and Critical Care Nursing QIN Hui, ZHANG Yan 2026, 23 (3):  261-267.  doi: 10.3761/j.issn.1672-9234.2026.03.001 Abstract ( 191 )   HTML ( 0 )   PDF (1331KB) ( 4 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application effect of sand table simulation based on the Attention-Relevance-Confidence-Satisfaction（ARCS） motivation model in the Emergency and Critical Care Nursing course. Methods The teaching design was conducted through three steps：identifying learning problems，clarifying teaching priorities and their core implementation paths；determining key motivational interventions and planning their application in sand table simulation；and designing the integration strategy of teaching content and sand table simulation based on the ARCS motivation model. By convenience sampling，86 nursing undergraduates from a university were enrolled as the participants. They were divided into an experimental group（n=41） and a control group（n=45） by lot drawing according to their classes. For specific experimental teaching content，the experimental group received sand table simulation teaching based on the ARCS motivation model，while the control group received conventional teaching methods. The two groups were compared in terms of learning engagement，theoretical and practical assessment scores，and course satisfaction. In addition，semi-structured interviews were conducted with 11 students from the experimental group to explore their gains from the sand table simulation based on the ARCS motivation model. Results Compared with the control group，the experimental group had significantly higher scores in the average item score of learning engagement，theoretical assessment results，course grades，and average item score of course satisfaction（all P<0.05）. Analysis of interview data extracted four major themes：integrating theory with practice by simulating real clinical environments，facilitating knowledge transformation，improving the proficiency of clinical skills，and cultivating a positive attitude towards patient care. Conclusion Sand table simulation based on the ARCS motivation model is conducive to improving nursing undergraduates’ learning engagement and emergency and critical care nursing competence，and it is highly recognized by students.

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The application of first person view combined in-situ simulation teaching method in critical care transport training for nurses MAO Jin, XIA Zeyan, XIA Gongyu, JIANG Shan 2026, 23 (3):  268-273.  doi: 10.3761/j.issn.1672-9234.2026.03.002 Abstract ( 106 )   HTML ( 0 )   PDF (1125KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the application effect of first-person perspective camera-combined in-situ simulation teaching in the training of nursing personnel for critical caretransport. Methods Nurses of N0-N2 levels in the Emergency Department in 2024 were recruited as research subjects and randomly divided into Group A （first-person perspective camera + in-situ simulation training），Group B（first-person perspective camera + conventional simulation training），Group C（in-situ simulation training），and Group D（only conventional simulation training），with 12 nurses in each group. The same case was used to conduct simulation training and debriefing for all four groups，with a total of 48 nurses. After training，the participants’ satisfaction，theoretical scores，objective structured clinical examination（OSCE） scores，and incidents of unexpected events during in-hospital transfer of critically ill patients were compared among the four groups. Results Group A had higher overall satisfaction than the other three groups（P<0.05）. The theoretical scores of all four groups improved significantly after training（P<0.05）. In the crisis management station during transfer，there were statistically significant differences in scores among the four groups and pairwise comparisons showed that Group A scored higher than Group D（P<0.05）. Six months after training，Group A had the fewest incidence of adverse events，but the difference was not statistically significant（P>0.05）. Conclusion First-person perspective camera-combined in-situ simulation teaching can enable trainers to better observe and debrief the performance of team members during transfer，thereby improving training effectiveness. Further validation is needed to confirm its practical effect on promoting patient transfort safety.

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Practice and effectiveness evaluation of situational simulation teaching ability training for nursing trainers DING Youya, WANG Yuwei, YAN Danping, WU Zuojia, ZHOU Shuaishuai, REN Junyi, WANG Sa 2026, 23 (3):  274-278.  doi: 10.3761/j.issn.1672-9234.2026.03.003 Abstract ( 105 )   HTML ( 0 )   PDF (908KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the implementation methods of a training program for nursing trainers’ situational simulation teaching ability and evaluate its effectiveness. Methods A total of 28 nursing trainers with clinical teaching experience were recruited as the training targets and underwent a 2-day intensive training program covering both theory and practice. The training program consisted of four modules：theoretical introduction and design framework construction，core teaching skills specific training，case development and teaching practice，and review analysis and reflective improvement. Core teaching strategies included case development based on real emergency scenarios，teaching practice video analysis，and structured feedback exercises. The training effect was evaluated by comparing the changes in case design scores and teaching confidence of the trainees before and after the training，as well as by analyzing the feedback from the teaching practice sessions. Results After the training，the trainees’ case design scores and teaching confidence were significantly higher than those before the training（P<0.001）. Feedback from the teaching practice sessions indicated that the trainees’ case designs were clinically relevant，embedded key teaching points，and improved in terms of situational guidance logic and the depth of feedback questioning. Conclusion The training program effectively cultivates the situational simulation teaching design ability and teaching confidence of nursing trainers，enabling them to initially grasp the methods of formative feedback.

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Design and evaluation of a high-fidelity simulation teaching program for neonatal resuscitation REN Ziqi, DONG Ling, ZHANG Jun, YANG Yang, XING Ying, ZHU Hanfei, DING Yaping, XU Qin, TANG Huiting 2026, 23 (3):  279-285.  doi: 10.3761/j.issn.1672-9234.2026.03.004 Abstract ( 77 )   HTML ( 0 )   PDF (1200KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application effectiveness of high-fidelity scenario simulation teaching for neonatal resuscitation among undergraduate nursing students. Methods A high-fidelity scenario simulation teaching program for neonatal resuscitation was designed following “setting learning objectives-constructing scenario plots-programming and debugging-rehearsal” four steps. A total of 464 third-year undergraduate nursing students from the 2018 to 2022 cohorts at Nanjing Medical University participated in the teaching program. The teaching effectiveness was analyzed based on the results of the Chinese version of the Jeffries Simulation Design Scale（C-JSDS），the analysis of high-frequency words and semantic networks from 420 simulation logs，and the interview results of 25 students. Results The mean scores of each item on the C-JSDS exceeded 4.60. Analysis of simulation logs revealed that centering on core words such as “neonatal”，“operation” and “resuscitation”，three major associated semantic clusters of “clinical-practical-life” were formed. Four main themes were summarized from the interview data：1） emotional experience and strengthened professional identity in the face of life and death；2）construction of clinical competence from theory to practice；3） the value of error tolerance and feedback in the simulated teaching environment；and 4）precise teaching optimization paths based on student feedback. Conclusion The high-fidelity scenario simulation teaching program for neonatal resuscitation designed in this study is conducive to promoting the integration of students’ knowledge，skills and professional values，thereby fostering comprehensive clinical competence.

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A scoping review of multimodal learning analytics for students’ teamwork competence in nursing scenario simulation teaching YAN Xiaoqian, WANG Ziyu, CHEN Ou, LI Jing, GUO Yufang 2026, 23 (3):  286-293.  doi: 10.3761/j.issn.1672-9234.2026.03.005 Abstract ( 84 )   HTML ( 0 )   PDF (1262KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To conduct a scoping review of multimodal learning analytics （MMLA） for assessing nursing students’ teamwork competence in scenario simulation teaching，summarize its application status and limitations，and offer scientific evidence for practice. Methods We systematically searched CNKI，Wanfang Data，VIP，Web of Science，EBSCO，IEEE Xplore，and ACM Digital Library from database inception to November 12，2025，as well as the top 100 literatures on relevant topics in the Google Scholar database. Literatures were screened per inclusion/exclusion criteria，with relevant data extracted and analyzed. Results A total of thirteen studies were included. The most common MMLA format for assessing teamwork competence combined audio，video，and spatial data. Various constructed assessment systems enabled multidimensional evaluation ranging from descriptive to predictive and explanatory approaches. The assessed teamwork competencies were categorized into four dimensions：cognitive and communication skills，execution and coordination skills，spatial behavior patterns，and physiological and emotional states. Key limitations included：lack of unified assessment standards and subjective data interpretation；suboptimal data quality，automation，and usability of existing systems；poor scenario generalizability，insufficient sample representativeness；and inadequate privacy/ethical considerations. Conclusion MMLA can effectively capture nursing students’ teamwork processes in scenario simulation teaching but is still in the early development stage. Future research should focus on establishing standardized assessment indicators，enhancing AI-driven data processing automation/intelligence，verifying system effectiveness in multi-scenario and large-sample settings，as well as strengthening privacy protection and ethical norms.

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Research and practice on blended case teaching design of undergraduate Geriatric Nursing based on O-AMAS Model YUAN Yuqian, KANG Fengying, HUANG Gaiping, CHAI Yunhua, GUO Zhenlin, WU Ting 2026, 23 (3):  294-299.  doi: 10.3761/j.issn.1672-9234.2026.03.006 Abstract ( 53 )   HTML ( 0 )   PDF (982KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application effectiveness of blended case teaching based on the effective teaching model in undergraduate Geriatric Nursing education. Methods Taking the overall teaching goal of enhancing students’ core competence in geriatric nursing as guide，we reconstructed and optimized the case teaching resource library for Geriatric Nursing. 277 undergraduate students from the 2021 cohort of a certain university’s nursing college in Shanxi Province were selected as the control group and received traditional case teaching，while 280 undergraduate students from the 2022 cohort were selected as the experimental group and received blended case teaching based on the O-AMAS effective teaching model. The teaching effect was comprehensively evaluated through course grades，scores of core competencies in geriatric nursing，and semi-structured interviews with students in the experimental group. Results After the implementation of teaching intervention，the course grade，the total score and each dimension score of core competencies in geriatric nursing of the experimental group were higher than those of the control group，with statistically significant differences in all indicators（P<0.001）. Based on the interview data，three themes were extracted：positive learning experiences，promotion of core competence development，and feedback suggestions. Conclusion The blended case teaching based on the effective teaching model in undergraduate Geriatric Nursing education can effectively improve students’ academic performance and core competencies in geriatric nursing，and enhance teaching quality.

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Reform and practice of applied Biochemistry courses for undergraduate nursing majors WU Haifeng, ZHOU Ying 2026, 23 (3):  300-303.  doi: 10.3761/j.issn.1672-9234.2026.03.007 Abstract ( 23 )   HTML ( 0 )   PDF (902KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application pathway and effectiveness of case-based teaching in Biochemistry courses，aiming to improve the teaching quality of medical foundational courses for students major in nursing. Methods A total of 138 students from the 2023 cohort at a private undergraduate institution were assigned to the experimental group，where four types of application-oriented cases（disease mechanism analysis，nutrition intervention decision-making，drug action mechanism，and clinical test interpretation） were implemented for teaching. In contrast，94 students from the 2022 cohort served as the control group who received routine lecture-based instruction. The final examination scores of both groups were compared，and course feedback from the experimental group was collected. Results The experimental group outperformed the control group in the final exam（Z=-3.256，P=0.001）. Among the 138 students in the experimental group，68.8% found the course “interesting”，and 65.2% agreed that the course “effectively bridged theory with practice”. Conclusion Case-oriented application-based courses can enhance students’ understanding of biochemistry，stimulate their learning initiative and knowledge application ability，and provide a reference for reforming foundational medical courses in nursing programs.

Experimental and Practical Teaching and Learning

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Application effect of 3D animation demonstration combined with the PBL teaching method in the clinical teaching of nursing students in interventional neurology JING Yipeng, SUN Xiaozhen, GUAN Sheng, ZHANG Lin, NIE Beibei, WANG Aixia, TANG Qilan, YU Hongli 2026, 23 (3):  304-309.  doi: 10.3761/j.issn.1672-9234.2026.03.008 Abstract ( 56 )   HTML ( 1 )   PDF (909KB) ( 4 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application effectiveness of 3D animation demonstration combined with the PBL teaching method in the teaching practice of nursing students in interventional neurology. Methods By cluster sampling method，nursing interns in the neurointerventional department from June 2023 to March 2024 were selected as the control group and were assigned to receive teaching through traditional methods；those from June 2024 to March 2025 were selected as the experimental group and were assigned to receive teaching via 3D animation simulation demonstration combined with PBL. Theoretical and operational exit examinations were conducted in the fourth week of the internship，and assessments were performed using the Self-Directed Learning Ability Scale for Nursing Students and the Critical Thinking Disposition Inventory-Chinese Version（CTDI-CV）. Results The average theoretical score of the experimental group（80.53±6.66） was higher than that of the control group（75.38±8.85），and the difference was statistically significant（t=3.652，P<0.001）. The average operational score of the experimental group（92.24±4.33） was higher than that of the control group （89.02±3.36），and the difference was statistically sig-nificant（t=4.611，P<0.001）. The total score of critical thinking ability score of the experimental group（302.32±35.27） was higher than that of the control group （272.58±20.46），and the difference was statistically significant（t=5.891，P<0.05）. The self-directed learning ability score of the experimental group （114.89±17.35） was higher than that of the control group （108.20±11.25），and the difference was statistically significant （t=2.616，P<0.05）. Conclusion The 3D animation demonstration combined with the PBL teaching method can effectively improve the theoretical and operational assessment scores，self-directed learning ability，and critical thinking ability of nursing interns in interventional neurology，thereby achieving favorable teaching effects.

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Design and application of a virtual simulation-based home visit experimental teaching system in undergraduate nursing education DENG Chenyang, SUBINUER Aihemaitiniyazi, YANG Yang, LI Ke, XU Weiran, HOU Shuxiao 2026, 23 (3):  310-315.  doi: 10.3761/j.issn.1672-9234.2026.03.009 Abstract ( 50 )   HTML ( 0 )   PDF (1276KB) ( 4 )   Save Figures and Tables | References | Related Articles | Metrics Objective To develop a virtual simulation experimental teaching system for home visits and evaluate its effectiveness in undergraduate nursing education. Methods Guided by the competency-oriented educational philosophy，a multidisciplinary team comprising nursing educators and software engineers built a three-stage closed-loop training system（pre-visit，during-visit，post-visit） grounded on real community cases. Sixty-three junior nursing undergraduates completed the programme under a “virtual-plus-real” pedagogy. Learning outcomes were assessed via automatically recorded system data，a self-developed teaching-effect questionnaire，and semi-structured interviews with 10 students. Results The majority of students provided positive evaluations of the teaching strategies，skill enhancement，and knowledge transfer achieved through the virtual simulation teaching system for home visits. All students considered it superior to traditional teaching methods. Qualitative interviews revealed that the system effectively strengthened communication skills and alleviated practice anxiety，while also highlighting issues such as virtual reality（VR） device-induced dizziness and the need for interface optimization. Conclusion Through dynamic scenarios and intelligent interactive design，this system achieved favorable teaching outcomes and user acceptance，and realized a pedagogical shift from knowledge transmission to competency development.

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Application of service-learning in Fundamentals of Nursing Course for undergraduate students CAO Qiongya, LI Yan, XIAO Juan, LUO Yixue, KE Li 2026, 23 (3):  316-321.  doi: 10.3761/j.issn.1672-9234.2026.03.010 Abstract ( 42 )   HTML ( 0 )   PDF (1117KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application effect of service learning in the teaching of blood pressure measurement in Fundamentals of Nursing Courses for undergraduate students. Methods A total of 125 nursing undergraduates from the 2023 cohort of the university were conveniently selected and randomly divided into an experimental group（n=62） and a control group（n=63） by coin toss at the class level. Regarding the teaching content of blood pressure measurement，the control group received conventional teaching mode of blended online and offline instruction，while the experimental group participated in service learning themed around “blood pressure measurement” in addition to conventional teaching. The effect of service learning implementation was evaluated by comparing the results of hypertension-related knowledge tests and blood pressure measurement operational skills assessments between the two groups，and analyzing the self-evaluated service learning outcomes and written reflection reports of the experimental group. Results The experimental group’s performance in hypertension-related knowledge tests and blood pressure measurement operational skills assessments was superior to that of the control group（P<0.001）. Among the experimental group，51（82.3%），55（88.7%），and 54（87.1%） students respectively agreed that the service learning on “blood pressure measurement” facilitated the application of knowledge，improved communication skills，and enhanced professional identity. The analysis of reflection reports further revealed that the service learning on “blood pressure measurement” strengthened students’ sense of service responsibility and deepened their understanding of the health status of community residents. Conclusion Service learning on “blood pressure measurement” promotes the integration of knowledge and skills and their transformation into practical abilities. It is helpful in enhancing students’ professional competence，and plays a positive role in addressing the disconnection between “theoretical learning-skill training-practical application” in traditional teaching. Thereby，it holds the value of being promoted and applied in Fundamental of Nursing Courses.

Ideological and Political Education and Quality Education

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Analysis of the mediating role of academic self-efficacy in the relationship between learning motivation and generative artificial intelligence literacy among nursing students PENG Xin, WANG Ting, ZHANG Xiuying, SUN Jiao, LI Kun, LI Nanru, JIANG Mingtan 2026, 23 (3):  322-328.  doi: 10.3761/j.issn.1672-9234.2026.03.011 Abstract ( 55 )   HTML ( 0 )   PDF (1042KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the mediating role of academic self-efficacy in the relationship between learning motivation and generative artificial intelligence（GenAI） literacy among nursing students. Methods A cross-sectional survey was conducted in November 2025 among undergraduate and postgraduate students majoring in nursing from 5 universities in China. The General Information Questionnaire，the Learning Motivation Questionnaire，the Academic Self-Efficacy Questionnaire，and the Generative Artificial Intelligence Literacy Assessment Test were applied for investigation. Results The median scores for learning motivation，academic self-efficacy，and GenAI literacy among the 661 nursing students were 121.00（106.00，133.00），82.00（70.00，88.00），and 9.00（7.00，12.00），respectively. Correlation analysis revealed that learning motivation was positively correlated with both GenAI literacy（r=0.277，P<0.001） and academic self-efficacy（r=0.666，P<0.001）. In addition，academic self-efficacy was also positively correlated with GenAI literacy（r=0.286，P<0.001）. Structural equation modeling showed that learning motivation had a direct positive effect on GenAI literacy[β（95%CI）=0.274（0.154，0.407），P<0.001] and also exerted an indirect effect through academic self-efficacy[β（95%CI）=0.104 （0.013，0.192），P=0.033]. This mediating effect accounted for 27.51% of the total effect. Conclusion Academic self-efficacy plays a partially mediating role between learning motivation and GenAI literacy among nursing students. Nursing educators can enhance students’ GenAI literacy by improving their learning motivation and academic self-efficacy，ultimately to facilitate the cultivation of application-oriented，interdisciplinary and innovative nursing talents who can adapt to future demands.

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Path analysis of the effect of sense of life meaning on recessive truancy among nursing undergraduates WANG Yuru, ZHANG Hongchen, LIU Fangqing, HE Zhihui, KE Hui 2026, 23 (3):  329-334.  doi: 10.3761/j.issn.1672-9234.2026.03.012 Abstract ( 36 )   HTML ( 0 )   PDF (1083KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the influence of undergraduate nursing students’ sense of life meaning on recessive truancy，and the role of phone dependence and campus climate in it. Methods From March to May 2025，a convenience sampling method was used to recruit 1 062 nursing undergraduates in China as the study participants. The general information questionnaire，the Sense of Life Meaning Scale，the Recessive Truancy Questionnaire，the Chinese version of the Phone Dependence Index，and the Delaware Campus Climate Scale were applied for the investigation. Results Nursing undergraduates’ phone dependence played a mediating role between the sense of life meaning and recessive truancy （indirect effect value was -0.214，95%CI：-0.229~-0.189），accounting for 51.80% of the total effect. Nursing undergraduates’ campus climate played a moderating role between phone dependency and recessive truancy（β=-0.333，P<0.001）. Conclusion Phone dependence mediates the effect of sense of life meaning on recessive truancy among nursing undergraduates. Furthermore，this mediating effect is moderated by campus climate. Nursing educators can further reduce the nursing students’ phone dependence and optimize the positive campus climate by strengthening the sense of meaning in nursing undergraduates’ lives，thereby reducing the impact of phone dependence on implicit truancy.

Nurse Growth and Career Development

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Application of competency-based progressive teaching in training of Traditional Chinese Medicine specialty nurse QU Yan, CHEN Guilan, ZHOU Ying, WANG Min, ZHU Huilin 2026, 23 (3):  335-342.  doi: 10.3761/j.issn.1672-9234.2026.03.013 Abstract ( 39 )   HTML ( 0 )   PDF (1192KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application effect of competency-based progressive teaching in the training of TCM specialty nurses in Nantong City. Methods By convenience sampling，96 nurses who received TCM specialty nurse training in Nantong City were selected as the training participants. The nurses trained from 2018 to 2020（n=48） were assigned to the control group and received traditional training；those trained from 2022 to 2023（n=48） were assigned to the experimental group and received the self-designed competency-based progressive training. The two groups were compared in terms of graduation assessment scores，TCM nursing clinical practice competence，professional identity and sense of benefit 1 year after returning to work，as well as the number of clinical practice achievements within one year after returning to work. Results Compared with the control group，the experimental group outperformed the control group in graduation assessment scores，levels of TCM nursing clinical practice competence，professional identity and sense of benefit，and the number of clinical practice achievements except for the number of published papers（all P<0.05）. Conclusion The competency-based progressive teaching in the training of TCM specialty nurses can effectively improve nurses’ TCM nursing clinical practice competence，practical initiative and professional competitiveness，promote the development of their professional experience，and therefore has certain popularization value.

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Construction and validation of entrustable professional activities evaluation index for adult ICU junior nurses in tertiary general hospitals ZHANG Dengke, HUANG Yanmei, CHENG Shouzhen, YU Hui, KUANG Huanming 2026, 23 (3):  343-349.  doi: 10.3761/j.issn.1672-9234.2026.03.014 Abstract ( 72 )   HTML ( 0 )   PDF (1074KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To construct an evaluation index system for Entrustable Professional Activities（EPA） of junior nurses in adult ICU of tertiary general hospitals，and provide reference for competency assessment. Methods Through literature review and the Delphi method，the evaluation indexes for EPA of adult ICU junior nurses were determined. From October to December 2024，the clinical evaluation form for EPA of junior nurses in adult ICU was used to conduct a preliminary application among 108 ICU nurses in two tertiary general hospitals in Guangzhou to verify the feasibility of the evaluation index system. Results The positive response rate of experts in both rounds of consultation was 100%，the expert authority coefficient was 0.82 and 0.87，and the Kendall’s coefficient of concordance was 0.092 and 0.182（P<0.05）. Finally，13 items of EPA evaluation indexes and their explanations for adult ICU junior nurses were formed. The preliminary clinical validation indicated that the score of EPA of adult ICU junior nurses was（95.76±17.45） points，and the supervisors considered that the index system had good operability. Conclusion The EPA evaluation index system for junior nurses in adult ICU can comprehensively and accurately reflect their core competencies，and thus provide a reference for their competence training and assessment.

Health Education and Health Promotion

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Mapping the disease management journey of young and middle-aged patients with first-ever ischemic stroke LÜ Peihua, ZHOU Xueying, GUO Yuanli, MA Keke, HAO Juanjuan, LIU Yanjin 2026, 23 (3):  350-356.  doi: 10.3761/j.issn.1672-9234.2026.03.015 Abstract ( 96 )   HTML ( 0 )   PDF (1390KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To identify behaviors，challenges，and needs in the disease management process of young and middle-aged patients with first-episode ischemic stroke using journey mapping，thereby providing a reference for optimizing comprehensive care services for this population. Methods A descriptive qualitative research approach was employed. Twelve middle-aged and young patients with first-time ischemic stroke were selected between January and May，2024. Each participant underwent three semi-structured interviews：one day before discharge，and at 3 and 6 months post-discharge. Data were analyzed using content analysis to construct patient journey maps. Results A patient journey map was constructed，with the timeline delineated across four phases：taking the initial diagnosis and treatment decision-making，healthcare-provider-patient collaborative management，self-management establishment，and social function reconstruction. Behaviors，challenges，and needs formed the vertical dimensions of analysis. A total of 24 themes were synthesized across these phases，and the journey map was graphically developed. Conclusion The disease management journey for young and middle-aged patients with first-time ischemic stroke is lengthy and complex，with distinct phase-specific characteristics. Healthcare providers should implement comprehensive，continuous，and precise support strategies to meet patient needs and resolve challenges in disease management.

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Current status and influencing factors of kinesiophobia in colorectal cancer patients with enterostomy ZHOU Qiaoxue, ZHU Hongyu, XIN Li, HE Hongmei, SHENG Xiaomin 2026, 23 (3):  357-363.  doi: 10.3761/j.issn.1672-9234.2026.03.016 Abstract ( 87 )   HTML ( 0 )   PDF (1068KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the current status of kinesiophobia in colorectal cancer patients with enterostomy and analyze its influencing factors. Methods From March to August 2025，a total of 328 colorectal cancer patients with enterostomy hospitalized in gastrointestinal surgery departments and attending stoma care clinics in three tertiary Grade A hospitals in Chongqing were selected as the participants. They were assessed using a general information questionnaire，the Tampa Scale for Kinesiophobia-11（TSK-11），the Numerical Rating Scale，the Cancer Fatigue Scale（CFS），and the Simplified Coping Style Questionnaire. Results The score of kinesiophobia in colorectal cancer patients with enterostomy was（22.03±6.99），with an incidence rate of 49.1%（161/328）. Multiple linear regression analysis revealed that preoperative regular exercise，pain intensity，stoma complications，self-care ability of the stoma，cancer-related fatigue scores，and positive coping scores were influencing factors of kinesiophobia（P<0.05），explaining 55.7% of the variance in kinesiophobia levels. Conclusion The incidence of kinesiophobia is high in colorectal cancer patients with enterostomy. Nursing staff can develop targeted and efficient nursing measures by focusing on aspects such as standardized preoperative exercise guidance，pain management，prevention and intervention of stoma complications and cancer-related fatigue，cultivation of stoma self-care ability，and promotion of the development of positive coping styles，to reduce kinesiophobia，enhance patients’ motivation to exercise，and promote recovery.

Professional Practice

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Development and application of treatment decision aid tools for patients with breast cancer-related lymphedema LI Yuhuan, ZHAO Pei, HAN Zhipei, WANG Qi, GUO Yuanzhi, ZHANG Yifan 2026, 23 (3):  364-370.  doi: 10.3761/j.issn.1672-9234.2026.03.017 Abstract ( 55 )   HTML ( 0 )   PDF (1087KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To develop a treatment decision aid tool for breast cancer-related lymphedema（BCRL） patients and evaluate it application effect. Methods Guided by the Ottawa Decision Support Framework，the tool was developed through literature research，group discussions，expert consultations，and user evaluation. The tool consisted of a question checklist，a treatment option comparison table，and a decision aid handbook. Breast cancer patients from a tertiary hospital in Henan Province were selected for tool examination. A total of 40 patients admitted from January to July 2024 served as the control group，receiving routine clinical care，while thirty-six patients admitted from August 2024 to March 2025 served as the experimental group，receiving intervention with the decision aid tool. Decision conflict and decision readiness were assessed on the admission day and before treatment；adherence during the swelling reduction phase was assessed；self-management and decision regret were evaluated at one and three months after treatment. Results The content validity index（S-CVI） of the tool was 0.92；user evaluation indicated good practicality and acceptability. Thirty-five patients in each group completed the study. After intervention，the experimental group showed improved decision conflict and readiness（P<0.05），higher treatment compliance during decongestion and self-management scores during maintenance，as well as lower decision regret than the control group（all P<0.05）. Conclusion The decision aid tool is scientifically sound and feasible，which enhance patients’ decision readiness，treatment compliance，and self-management ability，reduce decision conflict and regret，with promising clinical applicability.

Review

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Intervention strategies for transition shock among newly graduated nurses：a scoping review CHEN Tongtong, YUAN Ping, HE Manlan, MA Wanyue, ZHANG Yingying, CHEN Lu 2026, 23 (3):  371-377.  doi: 10.3761/j.issn.1672-9234.2026.03.018 Abstract ( 88 )   HTML ( 0 )   PDF (1258KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To summarize and analyze the characteristics and core components of intervention strategies for new nurses’ transition shock，laying a foundation for nursing education and management in developing intervention programs. Methods Computerized searches were conducted in Chinese databases including CNKI，VIP，Wanfang，and SinoMed，as well as English databases such as PubMed，Web of Science，Embase，and CINAHL. The search period spanned from the inception of each database to October 2025. Two researchers screened the literature. Content extraction，integration，and analysis were performed using the Transition Shock theoretical model as a framework. Results A total of 14 articles were included，showcasing diverse intervention forms such as scenario simulation，mentorship，virtual reality technology，team coaching，and peer support. Core intervention components focused on the four dimensions of the transition shock theoretical model：knowledge，role，responsibility，and relationships，with intervention durations typically ranging from six months to one year. Outcome measures included transition shock levels，turnover intention/rate，stress levels，job competency，and career readiness. Conclusion Existing intervention strategies exhibit diversity and theoretical grounding. It is recommended to develop systematic，localized intervention programs using the transition shock theoretical model as a framework.

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Research progress on father-preterm infant bonding YE Juan, QIU Mengfan, WU Liya, YAO Haixia, ZHANG Mengyu 2026, 23 (3):  378-384.  doi: 10.3761/j.issn.1672-9234.2026.03.019 Abstract ( 73 )   HTML ( 0 )   PDF (1045KB) ( 1 )   Save References | Related Articles | Metrics Preterm birth is a major public health challenge that affects children’ s survival and development as well as endangers parents’ mental health. Premature infants require admission to the neonatal intensive care unit （NICU） for treatment due to immature development. The consequent parent-child separation can easily lead to delayed or even impaired parent-child bonding，which poses a potential threat to the self-development of premature infants，parents’ mental health and overall family function. However，most of the existing studies have focused on maternal-infant bonding，the key role of fathers in the establishment of parent-child relationships has long been neglected. This article reviews the establishment process and positive effects，assessment tools，multi-dimensional influencing factors and targeted interventions of father-preterm infant bonding，and puts forward the insights and recommendations，aiming to provide theoretical basis and practical guidance for early identification and intervention of father-preterm infant bonding disorders.