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This study aims to examine the reflections of doctoral education in nursing on clinical practice, focusing on the perspectives of doctoral students and graduates.
This study was conducted as qualitative research.
The study was conducted in February 2025 with 14 nurses who were either pursuing or had completed doctoral education in nursing and were working as nurses in Türkiye. Data were collected through face-to-face interviews using an introductory information form and a semi-structured interview guide. The data were analysed using an inductive content analysis method.
Four main themes were depicted throughout the study: the visibility of doctoral education in clinical practice, the reflection of doctoral education on nursing identity, challenges encountered during the doctoral education process and recommendations to strengthen the reflection of doctoral education in the clinic.
The study highlighted the importance of doctoral education, which has positively contributed to the professional development of nurses and nursing care.
Collaboration between clinical administrators and faculty members is needed to support the transfer of the gains achieved by doctoral nursing students and graduates during their doctoral education to clinical practice and to overcome the challenges encountered.
No Patient or Public Contribution.
The study was reported using the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist.
This study aims to identify the inequalities encountered during the nursing doctoral process and propose potential solutions.
This study was conducted as qualitative and descriptive research.
The study was conducted between January and February 2025 with 18 students who were pursuing doctoral education in nursing and working as nurses in Türkiye. Data were collected through face-to-face interviews using an introductory information form and a semi-structured interview guide. The data were analysed using an inductive content analysis method.
Four main themes emerged from the study: Challenges: Dancing at Two Weddings at the Same Time, Academic Competition and Inequalities, Glass Ceilings in Hospitals and Solution Strategies for Inequalities.
The study highlighted the inequalities experienced by students who were simultaneously continuing their doctoral education while working as nurses in the same clinical setting.
Faculty members providing doctoral education could organise meetings to help students overcome the challenges they face during their educational process. Nurse managers, on the other hand, should organise regular meetings where nurses can share the difficulties they encounter and offer suggestions for improving their units.
The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was used for reporting the study.
No patient or public contribution.
To evaluate the artificial intelligence-assisted lymphedema education material in patients undergoing breast cancer surgery.
A comprehensive, successful methodological design was used to evaluate the portability of the expandable, AI-supported lymphedema education material for breast cancer. The study was reported in accordance with the STROBE statement (see Data S1 for the completed STROBE [Strengthening the Reporting of Observational Studies in Epidemiology] checklist). When preparing the AI-supported lymphedema education material managed with breast cancer treatment, it is first determined in the education of patients. Then, the commands of the Chat GBT-4 program are included in the scope of the transferred education content. For the created education content, readability was first evaluated and expert opinion was taken for the final version of the draft.
While preparing the AI-assisted lymphedema education material in the study, expert opinions were obtained, and the educational needs of the patients were determined by scanning the literature. Then, 12 commands were given in the ChatGPT-4 program to create the educational content. Formulas were used to evaluate the readability of the created educational content in Turkish and the readability of the health literature. The validity of the lymphedema education material was presented to 10 experts. The experts evaluated the understandability and actionability of the educational material using the Patient Education Materials Evaluation Tool and the Global Quality Scale, which evaluates the quality of the educational material.
It was concluded that the readability index of the lymphedema education material for Turkish was 67.3, and the Turkish readability level was ‘easily understandable’. The readability index of health literature was found to be 11.28, 9.68, 10.58, 39.0, and 11.26, respectively. When the internal consistency coefficient between the experts was examined, it was found to be 0.74. It was determined that the Patient Education Materials Evaluation Tool understandability score average was 92.10 ± 9.03, and the actionability score average was 81.60 ± 18.47. The Global Quality Scale score average, which evaluates the suitability and quality of the content of the AI-supported educational material, was found to be 4.10 ± 0.87.
At the end of the study, it was determined that the educational material was reasonable regarding understandability and actionability. The Turkish readability level was also reasonable and easily understandable.
This study is one of the proactive attempts to use AI in preparing educational materials for nurses and healthcare professionals.
No patient or public contribution.
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