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Nurse Education in Practice|May 26, 2026
Professional and patient care outcomes of e-learning in healthcare continuing education: A systematic reviewSara Dentice, Chiara Moreal, Stefania Chiappinotto, et al.Nurse Education in Practice|June 3, 2026
An evaluation of educational interventions used within neonatal intensive care units globally to enhance communication between nurses and parents: A systematic review with narrative synthesisTahani Almkhlafi, Kevin Brazil, Shannon PorterNurse Education in Practice|July 19, 2023
Emotion regulation in undergraduate nursing students: A latent profile analysisYawei Zeng, Yingjie Fu, Yi Zhang, et al.Nurse Education in Practice|July 19, 2023
Identifying undergraduate nurses´ learning requirements and teaching strategies in dementia care education: A nominal group techniqueSusana Cariñanos-Ayala, Jagoba Zarandona, Iván Durán-Sáenz, et al.Nurse Education in Practice|July 14, 2023
Nurses' perceptions and experiences of robotic assisted surgery (RAS): An integrative reviewRita Moloney, Alice Coffey, J Calvin Coffey, et al.Nurse Education in Practice|June 28, 2023
The Turkish version of the students' perceptions of respectful maternity care scale: An assessment of psychometric propertiesMerve Çamlibel, Elif UludağNurse Education in Practice|July 30, 2023
Touch-operated world of teenagers in the distance education process: A cross-sectional study on nomophobia, netlessphobia and fear of missing out in nursing studentsRujnan Tuna, Handan Alan, Merve Saritas, et al.Nurse Education in Practice|August 3, 2023
Nursing students' experiences of unprofessional behaviours and associations with guideline compliance: A multicenter surveyIlana Livshiz-Riven, Nancy Hurvitz, Keren Grinberg, et al.Nurse Education in Practice|August 6, 2023
Effect of rapid cycle deliberate practice in peripheral intravenous catheters insertion training: A simulation experimental studyLucimar Casimiro de Souza, Juliana Faria Campos, Hudson Carmo de Oliveira, et al.Nurse Education in Practice|July 30, 2023
Nursing students learning transfer from classroom to clinical practice: An integrative reviewSandra Carless-Kane, Lorelli NowellPageof 319