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Background: This study evaluated the effect of the fidelity of learning tasks, based on the four-component instructional design model, on satisfaction, attitude toward the learning environment, and learning. A significant factor contributing to the quality of education is the use of methods compatible with the learning environment. Method: This study used a pretest-posttest design with a control group. One hundred nurses were divided equally (n = 25) into groups. The control group had conventional lecture-based education, and three experimental groups had group discussion, simulation, or on-the-job counseling. Questionnaires measured satisfaction, attitude toward the learning environment, and learning. Results: Statistical analysis showed that the experimental groups who had group discussion and simulation had greater satisfaction and a more positive attitude toward the learning environment. The performance of learners who had on-the-job counseling was higher than that of the control group. Conclusion: Learning tasks can increase nurses' satisfaction, improve their attitude toward the learning environment, and enhance their learning with high-fidelity training. [J Contin Educ Nurs. 2025;56(5):191–199.]

Background: This study investigated the impact of applying the anchored teaching mode with nursing interns on the cardiac surgery intensive care unit (CSICU). Method: A total of 110 interns were divided into a control group (taught through traditional methods) and an experimental group (taught using the anchored teaching mode). The anchored mode, emphasizing student-centered learning, included creating scenarios, identifying problems, using self-directed and collaborative learning, and evaluating outcomes. Results: Our study found that the experimental group showed significantly higher scores in emergency response ability, nursing skills, and teaching effectiveness compared with the control group at graduation. Conclusion: The findings suggest that implementing the anchored teaching mode can effectively enhance the education of nursing interns on the CSICU, emphasizing the need for further research across different departments and types of hospitals. [J Contin Educ Nurs. 2024;55(7):359–364.]

Background: Many researchers recommend that nurse managers be given paternalistic leadership training. However, no research in the literature shows that paternalistic leadership behavior can be developed through training. To fill this gap, nurse managers received paternalistic leadership training, and their paternalistic leadership behavior levels were examined. Method: This was a randomized controlled trial with a pretest-posttest design and a control group. The sample consisted of 206 participants: 101 in the experimental group and 105 in the control group. Results: There was a significant increase in the paternalistic leadership perceptions of the nurses in the experimental group (t = −4.209, p < .05) but no change in the paternalistic leadership perceptions of the nurses in the control group (t = 0.458, p > .05). Conclusion: Paternalistic leadership training should be provided to nurse managers to develop paternalistic leadership behaviors. [J Contin Educ Nurs. 2025;56(5):201–208.]

Background: Continuing Medical Education (CME) is a cornerstone of improving competencies and ensuring high-quality patient care by nurses and physicians. The Ministry of Health (MOH) Malaysia collaborated with Steno Diabetes Centre to improve diabetes-related competencies of general physicians and nurses working in primary care through a six-month training programme called the Steno REACH Certificate Course in Clinical Diabetes Care (SRCC). Objective: This impact evaluation aimed to assess the effect of participation of general physicians and nurses in the SRCC in selected public primary healthcare clinics in Kuala Lumpur and Selangor, Malaysia. Design: The quasi-experimental, embedded, mixed-methods study used concurrent data collection and the Solomon four-group design. Participants in an intervention group (Arm 1) and control group (Arm 3) were assessed by pre-and post-test, and participants in separate intervention (Arm 2) and control (Arm 4) groups were assessed by post-test only. Quantitative and qualitative methods were used to assess the effect of the programme. Results: Thirty-four of the 39 participants in the intervention groups (Arms 1 and 2) completed the SRCC and were included in the analysis. All 35 participants in the control groups (Arms 3 and 4) remained at the end of the study period. Significant improvements in diabetes-related knowledge, skills and clinical practise were found among general physicians and nurses in the intervention group after the six-month SRCC, after controlling the pretest effects. No clear changes could be traced regarding attitudes. Conclusion: SRCC participants had significant improvements in knowledge, skills and clinical practice that meet the current needs of general physicians and nurses working in primary care in Malaysia. Thus, SRCC is an effective CME approach to improving clinical diabetes care that can be scaled up to the rest of the country and, with some modification, beyond Malaysia.

IntroductionPatients with cancer having minor children experience particular burden and strains. Being patient and parent at the same time is associated with specific needs of support. Therefore, the communication of child-related and family-related issues plays an important role in patient care. This study aims at testing the feasibility of a training to improve the situation of patients with cancer having minor children and their families by enhancing the competencies of healthcare professionals (HCPs, eg, physicians, nurses, psychologists) in caring for patients with cancer having minor children. Moreover, the study aims at testing the study design and outcomes of the evaluation concept and preliminary effects of the training.Methods and analysisWe will conduct a randomised controlled pilot trial with three arms (face-to-face training versus web-based training versus waitlist control group) to investigate the study aims. Primary outcome will be the competency to approach child-related and family-related topics in patients with cancer measured using comprehensive case vignettes. Secondary outcomes will be communication and attitudes regarding child-related and family-related topics and self-efficacy in clinical communication skills. Outcomes will be assessed prior to the training and after the training as well as 3 months after the training. Data will be analysed using descriptive analyses, group comparisons and linear mixed models.Ethics and disseminationThe study was approved by the Local Psychological Ethics Committee of the Center for Psychosocial Medicine of the University Medical Center Hamburg-Eppendorf (LPEK-001). At the end of the study, a web-based training and a face-to-face training intervention to enhance the competencies of HCPs in caring for patients with cancer having minor children will have been systematically developed and the study design and evaluation concept will have been evaluated. The results of the study will be disseminated through peer-reviewed journals and conference presentations.Trial registration numberDRKS00015794.

Objective: To test an intervention to enhance collaborative communication among nurse and physician leaders (eg, nurse manager, medical director, clinical nurse specialist) in two diverse intensive care units (ICUs). Background: Collaborative communication is associated with positive patient, nurse, and physician outcomes. However, to date, intervention-focused research that seeks to improve collaborative communication is lacking. Methods: A pretest–posttest repeated measures design incorporated baseline data collection, implementation of the intervention over 8 months, and immediate and 6-months-post data collection. Findings: Communication skills of ICU nurse and physician leaders improved significantly. Leaders also reported increased satisfaction with their own communication and leadership skills. In addition, staff nurse and physician perceptions of nursing leadership and problem solving between groups increased. Staff nurses reported lower personal stress (eg, more respect from co-workers, physicians, and managers), even though they perceived significantly more situational stress (eg, less staffing and time). Conclusion: Study findings provide evidence that nurse–physician collaborative communication can be improved.

The purpose of this study was to test the effectiveness of an online problem-based learning (e-PBL) program that offers multimedia scenarios to develop sexual health care competencies. A pretest–posttest control group design was used with two randomized groups in one Korean tertiary hospital. The sample included 32 RNs who cared for oncology patients. The intervention group completed an e-PBL cycle consisting of eight tutorials. Nurses in the intervention group scored significantly higher on knowledge than did those in the control group. The intervention group exhibited no significant differences in attitude and practices following the intervention. The results show the potential of e-PBL to enhance traditional PBL by offering multimedia scenarios in an interactive and flexible learning environment.

Additions were made to the current article. Specifically, an acknowledgment (p. 74) was added. These changes do not affect the results of the study. Background: Gamified learning may offer an accessible, time-efficient, and engaging modality for continuing education for nurses working in an intensive care unit (ICU). This study evaluated the effectiveness of a role-playing video game in improving ICU nurses' knowledge of train-of-four monitoring and assess attitudes toward gamified learning. Method: A single-arm pretest–posttest study was conducted with 17 nurses working in a surgical ICU. Participants completed an eight-item test before and after a 15-minute tablet-based game involving clinical decision-making. The Wilcoxon signed-rank test was used to compare pretest and posttest results. An 11-item postgame survey was used to assess engagement, usability, and the learning experience. Results: Mean scores improved from 3.41 to 7.12 of a possible score of 8 (p < .001). Most nurses found the game engaging (88.2%), easy to use (94.1%), and educationally effective (100%). Participant comments praised its relevance and interactivity. Conclusion: A short, gamified intervention was well received and was associated with improved knowledge of train-of-four monitoring. Gamification may be a valuable tool for the future of clinical education.

Background Traditional empathy teaching methods fall short in addressing the heightened empathy demands of in-service postgraduate nurses. Art-based approaches offer potential solutions. Method We adopted a mixed method study with a quasi-experimental design. Two groups of in-service postgraduate nurses participated in narrative (n = 14) and visual (n = 13) arts interventions. Participants underwent four 45-minute sessions, including theory lectures and art-based interventions. Pre- and postcourse questionnaires assessed empathy and psychological capital. Results The narrative arts group showed increased resilience (t = −2.775, p = .016) and secondary traumatic stress (t = −2.320, p = .037) postcourse. The visual arts group showed enhanced compassion satisfaction (t = −3.431, p = .005). Qualitative analysis identified two themes: empathy among participants and the benefits and challenges of the curriculum. Conclusion Incorporating both narrative and visual arts into nursing education could enhance empathy and well-being. Narrative arts enhanced resilience but increased secondary traumatic stress. Visual arts improved compassion satisfaction and offered a calming experience. [J Contin Educ Nurs. 2025;56(2):78–84.]

Ninety-one mid- to late-stage dementia patients residing in nursing homes, along with their staff caregivers, participated in a study designed to assess whether training caregivers in sensitivity to nonverbal communication could enhance mood and reduce symptoms in patients and improve psychological well-being in caregivers. Patients and staff at three nursing homes comprised three groups that were randomly assigned to either a non-verbal sensitivity group, a behavioral placebo group that received instruction in the cognitive and behavioral aspects of dementia, and a wait-list control. Training consisted of 10 one-hour sessions taught by a clinical psychologist using prepared materials. Patient measures, which were taken at baseline and at 4 three-week intervals, included patient symptomatology (depression, agitation, behavioral symptoms), as reported by the staff caregivers, and positive and negative facial expressions of emotion elicited during a face-to-face interview and coded by trained research staff. Results indicated that positive affect increased sharply during the first 6 weeks after intervention in the nonverbal group, with the placebo and wait-list controls showing no change. There was also a decline in negative affect across time for all groups. Effects with respect to patient symptomatology did not reach significance. Caregivers in both training groups showed a decline in symptomatology, whereas the wait-list control group did not.