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Journal articles on the topic 'Nursing medical education'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Packard, Sheila, E. Carol Polifroni, and Marlene Kramer. "Nursing Education." AORN Journal 42, no. 6 (1985): 888–93. http://dx.doi.org/10.1016/s0001-2092(07)64425-1.

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2

Girzelska, Joanna, Ewa Guz, Magdalena Nieckula, and Marek Dąbrowski. "Medical simulation – innovation in nursing education." Pielegniarstwo XXI wieku / Nursing in the 21st Century 18, no. 4 (2019): 231–35. http://dx.doi.org/10.2478/pielxxiw-2019-0034.

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AbstractAim. Analysis of the impact of educational simulation on the level of knowledge, skills and competences of nursing students.Methods. The research used a non-systematic literature analysis method. Literature was classified for analysis, from which the contents on the impact of educational simulation on the education process of nursing students were selected. During the qualification of the magazines Google Scholar was used. Articles published in electronic databases were used: EBSCOhost, MEDLINE, ScienceDirect.Conclusions. Education conducted using educational simulation in nursing not

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3

Fulcher, Roxanne. "Nursing Graduate Medical Education: Misdirected Funding." Policy, Politics, & Nursing Practice 1, no. 2 (2000): 97–100. http://dx.doi.org/10.1177/152715440000100204.

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4

Pilson, Erin M. "Using nursing theory in nursing education." AORN Journal 89, no. 2 (2009): 266. http://dx.doi.org/10.1016/j.aorn.2009.01.004.

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5

Lacificar, Julie Joy R. "Educational journey from nursing to medical school: a medical practitioner’s vantage point." South Florida Journal of Development 6, no. 4 (2025): e5124. https://doi.org/10.46932/sfjdv6n4-009.

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The transitions along the nursing-medical education continuum have stimulated the interest of many nurses and nursing students nowadays, notwithstanding the challenges. This study aimed to explore the medical practitioners' educational experiences as they journey from nursing to medical school and highlight the salient features of nursing education as for pursuing a degree in medicine. The data was collected using a phenomenological approach, utilizing semi-structured in-depth interviews. The study included twelve medical practitioners aging from 29 to 36 years old. All participants were licen

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6

&NA;, &NA;. "CONTINUING MEDICAL EDUCATION." Journal of Nursing Care Quality 9, no. 3 (1995): 95. http://dx.doi.org/10.1097/00001786-199504000-00014.

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&NA;, &NA;. "CONTINUING MEDICAL EDUCATION." Journal of Nursing Care Quality 9, no. 4 (1995): 88. http://dx.doi.org/10.1097/00001786-199507000-00014.

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8

&NA;, &NA;. "CONTINUING MEDICAL EDUCATION." Journal of Nursing Care Quality 10, no. 4 (1996): 82–83. http://dx.doi.org/10.1097/00001786-199607000-00013.

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9

Nagashybek, G., D. К. Zhunussova, and G. А. Derbissalina. "Nursing Education for Advanced Practice Nursing." Astana Medical Journal 118 (2023): 23–26. http://dx.doi.org/10.54500/2790-1203-2023-118-23-26.

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Today, the APN master's program for training nurses is at a stage of active development and is an excellent opportunity for career and personal professional development of a nursing specialist. The APN program will help increase the number of quality, evidence-based nursing research conducted by nursing professionals, as well as strengthen professional skills in making individual independent decisions in the care process. This article discusses the role and importance of advanced nurses, who are rapidly developing today, in order to expand the autonomy of nurses, as well as improve the level o

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10

Walls, Elaine. "Embedding knowledge into non-medical prescribing education." British Journal of Nursing 28, no. 10 (2019): 634–37. http://dx.doi.org/10.12968/bjon.2019.28.10.634.

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This article focuses on the non-medical prescribing (NMP) module for community prescribers in a nurse education context. The module mainly attracts registered nurses (RNs) from community settings (such as health visiting, school nursing, district nursing and practice nursing), and is provided in higher education institutions (HEIs) as part of a specialist programme or a continuing workforce development module. The article discusses changes to the way the module was taught that can enhance student learning within the NMP module and facilitate wider success and confidence among community nurse p

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11

Pradela, Karolina, Zuzanna Radosz, and Agnieszka Sobiegała. "Nursing education in Poland." Pielegniarstwo XXI wieku / Nursing in the 21st Century 19, no. 1 (2020): 47–56. http://dx.doi.org/10.2478/pielxxiw-2020-0008.

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AbstractAim. The aim of the study was to analyse the literature concerning nursing education in Poland, with particular emphasis on current education and the Medical High School and Medical Vocational College at the secondary level in the basic range.Material and methods. Literature review and analysis of documents (certificates, teaching index) in the field of nursing education in Poland.Results. Initially, the role of nurses was played by the clergy or volunteers, by people who lacked both theoretical and practical knowledge to work in the profession, until the professional training began an

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12

Moosaeifard, Mahdi, Kourosh Zarea, Masoud Sirati Nir, Mohammadreza Dinmohammadi, and Abolfazl Rahimi. "Medical Dominance in Nursing Education: Qualitative content analysis." International Journal of Ayurvedic Medicine 11, no. 1 (2020): 61–69. http://dx.doi.org/10.47552/ijam.v11i1.1364.

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Background: Training specialist manpower requires social justice in higher education and inequality leads to the emergence of hierarchies of power and types of dominant or dominated groups. Aim: The aim of the present study was to explain the perceptions and experiences of the heads of nursing departments of Iranian nursing schools regarding medical dominance in nursing education. Methods: The present study was a conventional content analysis. Data collection was carried out using purposeful sampling and in-depth semi-structured interviews with 24 participants. The data analysis process was pe

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13

Sternschein, Rebecca. "Nursing a Healthy Balance in Medical Education." Academic Medicine 95, no. 6 (2020): 826–27. http://dx.doi.org/10.1097/acm.0000000000003207.

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14

Goosby, Eric P., and Deborah von Zinkernagel. "The Medical and Nursing Education Partnership Initiatives." Academic Medicine 89, Supplement (2014): S5—S7. http://dx.doi.org/10.1097/acm.0000000000000346.

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15

Brooke, Peter. "The future of medical and nursing education." Canadian Medical Education Journal 4, no. 1 (2013): e115-e116. http://dx.doi.org/10.36834/cmej.36651.

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16

McCutcheon, Malcolm L. "Nursing Home Patient Participation in Medical Education." Journal of the American Geriatrics Society 35, no. 3 (1987): 275. http://dx.doi.org/10.1111/j.1532-5415.1987.tb02330.x.

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17

Helmich, Esther, and Raymond Koopmans. "More About Nursing Homes and Medical Education." Academic Medicine 88, no. 1 (2013): 8. http://dx.doi.org/10.1097/acm.0b013e31827180f4.

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18

Kalender-Rich, Jessica, and Daniel Swagerty. "More About Nursing Homes and Medical Education." Academic Medicine 88, no. 1 (2013): 8. http://dx.doi.org/10.1097/acm.0b013e318275400b.

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19

Gillespie, Suzanne M., Annette Medina-Walpole, and David R. Lambert. "More About Nursing Homes and Medical Education." Academic Medicine 88, no. 1 (2013): 8–9. http://dx.doi.org/10.1097/acm.0b013e318276bc25.

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20

Kanter, Steven L. "More About Nursing Homes and Medical Education." Academic Medicine 88, no. 1 (2013): 9. http://dx.doi.org/10.1097/acm.0b013e31827972dd.

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21

Katz, Paul R., and T. Franklin Williams. "Medical resident education in the nursing home." Journal of General Internal Medicine 8, no. 12 (1993): 691–93. http://dx.doi.org/10.1007/bf02598291.

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22

Neil, Janice A. "Simulation in Nursing Education." Perioperative Nursing Clinics 4, no. 2 (2009): 97–112. http://dx.doi.org/10.1016/j.cpen.2009.02.002.

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23

Lampropoulos, Georgios, Antonio del Bosque, Pablo Fernández-Arias, and Diego Vergara. "Virtual Reality in Medical Education, Healthcare Education, and Nursing Education: An Overview." Multimodal Technologies and Interaction 9, no. 7 (2025): 75. https://doi.org/10.3390/mti9070075.

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Virtual reality is increasingly used in health sciences education, including healthcare, nursing, and medical education. Hence, this study provides an overview of the use of virtual reality within healthcare education, nursing education, and medical education through the analysis of published documents from 2010 to 2025. Based on the outcomes of this study, virtual reality emerged as an effective educational tool that can support students and health professionals. The immersive, realistic, and safe environments created in virtual reality allowed learners to enhance their knowledge and practice

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24

Hawker, Ruth Joyce. "Essentials of medical-surgical nursing: nursing process approach." Nurse Education Today 6, no. 1 (1986): 45. http://dx.doi.org/10.1016/0260-6917(86)90063-8.

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25

Latz, Paula Anne. "Patterns in Nursing: Strategic Planning for Nursing Education." AORN Journal 47, no. 3 (1988): 783. http://dx.doi.org/10.1016/s0001-2092(07)66531-4.

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26

Ameduri, Phyllis. "Medical Surgical Nursing." Journal of Continuing Education in Nursing 22, no. 6 (1991): 269. http://dx.doi.org/10.3928/0022-0124-19911101-12.

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27

Nicholas, Catherine, and Jill S. Sanko. "Human Simulation in Nursing Education." Annual Review of Nursing Research 39, no. 1 (2020): 53–79. http://dx.doi.org/10.1891/0739-6686.39.53.

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Although, human simulation methodology has its origins in medical education, nursing education has increased its use of simulated patient (SP) methodology to improve the education of nursing students across the curricula. This chapter will review the history of human simulation, introduce the human simulation continuum, and review different applications of SP methodology in undergraduate and graduate nursing education.

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28

Nicholas, Catherine, and Jill S. Sanko. "Human Simulation in Nursing Education." Annual Review of Nursing Research 39, no. 1 (2020): 53–79. http://dx.doi.org/10.1891/0739-6686.39.53.

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Although, human simulation methodology has its origins in medical education, nursing education has increased its use of simulated patient (SP) methodology to improve the education of nursing students across the curricula. This chapter will review the history of human simulation, introduce the human simulation continuum, and review different applications of SP methodology in undergraduate and graduate nursing education.

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29

Shinchi, Koichi, Hitomi Matsunaga, and Yumi Fukuyama. "Proposal of a Model of Disaster Medical Education for Practical Risk Management and Disaster Nursing: The SINCHI Education Model." Prehospital and Disaster Medicine 34, no. 04 (2019): 438–41. http://dx.doi.org/10.1017/s1049023x19004564.

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AbstractEducation in disaster nursing and risk management is important, and developing the human resources of medical staff who participate in disaster response is also necessary. However, a practical educational model for risk management and disaster nursing has not yet been established in Japan. In the present study, a model of disaster medical education for practical risk management and disaster nursing was proposed. Seventeen expert nurses with experience in practical international disaster response (IDR) participated in this study. They were recruited from among past members of Japan disa

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30

Mei, Jie, Yichun Gao, Genxiao Ding, and Yinbiao Wang. "The Practical Pathways of Enhancing Nursing Education in Medical Schools." Journal of Clinical and Nursing Research 8, no. 11 (2024): 102–7. http://dx.doi.org/10.26689/jcnr.v8i11.8629.

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The advancement of society and continuous improvements in the healthcare system have heightened the demands on professional nursing training, necessitating that nursing education better meet practical needs in an increasingly diversified medical environment. To address these requirements, the teaching approaches and assessment methods in nursing education should be reformed and updated. This study conducted a comprehensive analysis of the current state of nursing education and proposed potential pathways to enhance nursing education in medical schools. These pathways include implementing a stu

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31

Helmlinger, Connie. "GRADUATE MEDICAL EDUCATION." American Journal of Nursing 97, no. 3 (1997): 16. http://dx.doi.org/10.1097/00000446-199703000-00011.

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32

Song, HeeYoung, and GoEun Choi. "The perceptions and educational needs regarding interprofessional education (IPE) and virtual reality learning among nursing and medical students." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 7 (2025): 237–50. https://doi.org/10.22251/jlcci.2025.25.7.237.

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Objectives This study aims to identify the perceptions and educational needs of nursing and medical students regarding interprofessional education (IPE) and virtual reality (VR) learning. Methods A cross-sectional survey was conducted with a total of 161 participants, including 83 nursing and 78 medical students. The study used instruments to assess general characteristics, perceptions of interprofessional collaboration, readiness for education, and VR learning. Data were collected from September 2023 to January 2024. A total of 161 responses were analyzed using IBM SPSS 29.0, applying descrip

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33

Kane, Sister. "Changing Patterns in Nursing Education." AORN Journal 47, no. 2 (1988): 606–7. http://dx.doi.org/10.1016/s0001-2092(07)69030-9.

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34

deRuyter, Lana M., and Melanie O. Leroy. "Improving Diversity in Nursing Education." Perioperative Nursing Clinics 4, no. 2 (2009): 121–29. http://dx.doi.org/10.1016/j.cpen.2009.01.005.

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35

Gugliucci, M., and D. Drozda. "MEDICAL EDUCATION; IMMERSION LEARNING; EMPATHY; NURSING HOME CARE." Innovation in Aging 2, suppl_1 (2018): 132. http://dx.doi.org/10.1093/geroni/igy023.482.

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36

Macara, Sandy, and Edmin Borman. "Catalysts for change in nursing and medical education." NT Research 1, no. 2 (1996): 92. http://dx.doi.org/10.1177/174498719600100202.

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37

Salminen-Tuomaala, Mari Helena, Pasi Jaskari, Sami Perälä, and Christina Rouvala. "Nursing and medical staff’s experiences of simulation education." Clinical Nursing Studies 5, no. 4 (2017): 73. http://dx.doi.org/10.5430/cns.v5n4p73.

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Objective: The purpose of the research was to describe nursing and medical staff’s knowledge of simulated learning and their experiences of the usefulness of simulation education in one hospital district in Finland. The research aimed at producing user-oriented knowledge to be used in the development of multiprofessional simulation pedagogical continuing education. The study is part of a larger research project, whose purpose is to build up a multiprofessional simulated learning environment for a network of partners. They involve a university of applied sciences, a vocational education center,

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38

Parker, Franklin. "Medical education: Barefoot doctors, health care, health education, nursing education, pharmacy education, Part I." Medical Teacher 9, no. 1 (1987): 103–10. http://dx.doi.org/10.3109/01421598709028986.

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39

Parker, Franklin. "Medical Education: barefoot doctors, health care, health education, nursing education, pharmacy education, Part II." Medical Teacher 9, no. 2 (1987): 209–17. http://dx.doi.org/10.3109/01421598709089937.

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40

Benedetti, Costantino, E. Duke Dickerson, and Lance L. Nichols. "Medical Education." Journal of Pain and Symptom Management 21, no. 5 (2001): 360–62. http://dx.doi.org/10.1016/s0885-3924(01)00274-3.

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41

Aziz, Ayesha, and Sawaiz Hassan. "Attitudes of Healthcare Students Towards Interprofessional Education." Journal of Science, Technology, Education, Art and Medicine 1, no. 2 (2024): 26. https://doi.org/10.63137/jsteam.151742.

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Objective Interprofessional education (IPE) is increasingly recognized as crucial for effective healthcare delivery. This study aimed to assess the perceptions of medical and nursing students in Pakistan using the Interprofessional Attitude Scale (IPAS). Methods A cross-sectional survey was conducted across various medical and nursing institutions in Pakistan. A total of 465 students (65% medical, 35% nursing) completed the 27-item IPAS questionnaire, which was administered online. Demographic data and previous healthcare experience were also collected. The tool was validated by 5 experts and

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42

Betts, Anne. "Manual of nursing therapeutics: Applying nursing diagnosis to medical disorders." Nurse Education Today 7, no. 4 (1987): 196. http://dx.doi.org/10.1016/0260-6917(87)90030-x.

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43

Çalışkan, Figen, and Aliye Cayır. "Technology and Nursing Education." Balkan Sağlık Bilimleri Dergisi 4, no. 1 (2025): 28–33. https://doi.org/10.61830/balkansbd.1658218.

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Innovations and developments in technology have affected nursing education as well as every stage of life. Developments in technology have led to a significant increase in the use of technology in nursing education in recent years. The increase in the use of smart phones, internet, portable digital assistant devices in our lives has necessitated technology-supported learning and even the change of the learning-teaching environment. Especially with the transition from traditional education methods to interactive education methods, technology has started to be used more in nursing education, and

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44

Carroll, Christopher L., Kristi Bruno, and Michael vonTschudi. "Social Media and Free Open Access Medical Education: The Future of Medical and Nursing Education?" American Journal of Critical Care 25, no. 1 (2016): 93–96. http://dx.doi.org/10.4037/ajcc2016622.

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45

Арсаханова, Г. А. "Development of nursing education in Russia." Management of Education, no. 10(56) (November 25, 2022): 17–23. http://dx.doi.org/10.25726/k1913-2554-8482-s.

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Образовательный процесс в учреждениях высшего образования ориентирован на подготовку высококачественных, конкурентоспособных на рынке труда выпускников с высшим образованием способных к постоянному обновлению знаний, продолжения обучения в течение всей профессиональной деятельности, мобильности, быстрой адаптации к изменениям. Современный специалист в сфере здравоохранения должен быть гармонично развитой, компетентной личностью, владеть информационными технологиями и новейшими методами диагностики лечения и профилактики пациентов. Кроме этого медицинский работник должен знать историю становлен

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46

Park, Kyung Hye. "Perceptions of medical students toward assessors in interprofessional education." Korean Journal of Medical Education 35, no. 3 (2023): 297–301. http://dx.doi.org/10.3946/kjme.2023.268.

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Purpose: This study aims to establish if medical students think it is fair to be assessed by nursing professors in interprofessional education (IPE) and why.Methods: Eighty-seven third-year medical students who participated in the IPE in 2022 submitted self-reflection essays. They were asked how they perceived the assessors, and 86 medical students responded to content analyses.Results: Sixty-seven students (77.9%) agreed to be assessed by nursing professors. They believed that interprofessional assessment is possible because it is an IPE. They also believed that this was an opportunity to be

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47

Puspitasari, Vivien, Ni Gusti Ayu Eka, Marisa Junianti Manik, Mona Marlina, Neneng Suryadinata, and Grace Solely Houghty. "READINESS FOR INTERPROFESSIONAL EDUCATION: PERSPECTIVE FROM MEDICAL AND NURSING STUDENTS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 11, no. 3 (2022): 287. http://dx.doi.org/10.22146/jpki.72842.

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Background: Interprofessional education (IPE) is argued as an educational strategy for promoting communication and collaboration amongst prospective healthcare professionals. The benefits of IPE have culminated in improved patient care leading to enhanced satisfaction for patients and healthcare practitioners. Therefore, further exploration is needed to assess the readiness for IPE through healthcare students’ perspectives, specifically medical and nursing students.This study aimed to assess medical and nursing students’ readiness for IPE and the effect of gender on their readiness.Methods: A

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48

Randell, Jane. "Medical teacher: An international journal of medical education." Nurse Education Today 8, no. 4 (1988): 244. http://dx.doi.org/10.1016/0260-6917(88)90158-x.

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49

Bryant, Ruth, and Bonnie Rolstad. "WOC/ET NURSING EDUCATION." Journal of Wound, Ostomy and Continence Nursing 31, Supplement (2004): S18. http://dx.doi.org/10.1097/00152192-200405001-00049.

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50

Banafi, Norah. "Nursing students' attitude and perception toward machine translation for learning English medical terminologies." International Journal of Education and Practice 11, no. 4 (2023): 739–48. http://dx.doi.org/10.18488/61.v11i4.3499.

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Nursing students must learn English medical terminologies since they must read and follow them to deliver patient care. Arab students highly use machine translation (MT) to understand those terminologies. Therefore, this study aimed to reveal the attitude and perception towards MT for learning English medical terminologies among undergraduate nursing students in Saudi Arabia. This study used an exploratory study design and comprised all final-year nursing students of the undergraduate nursing program in Abha (n=80) and Muhayil (n=80) female campuses of King Khalid University (KKU), Saudi Arabi

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