ArticleBMC nursing2025
How NGDLES affect nursing students' empowering outcomes and professional identity: a cross-sectional study.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- An evaluation of the impact of a double preceptorship model on nursing students' career adaptability: a quasi-experimental study.BMC nursing · 2026Article
- TeamSTEPPS Teamwork and Nurses' Vigilance in Critical Care: A Cross-Sectional Correlational Study.Journal of nursing management · 2026Article
Corrections and comments
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Authors and funding
9 authors.
Funding
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Abstract
aim of the studyExplore how the next-generation digital learning environment affects nursing students' learning, psychological empowerment, and professional identity.
backgroundThe future of the nursing profession depends on leading the next generation of professional nurses, so it is imperative to empower students academically and psychologically to maintain and advance their professional identity. Nursing students will be more confident in their abilities and knowledge and more fulfilled in their roles if they feel empowered.
designDescriptive, correlational, and cross-sectional research designs were utilized in this study.
methods384 nursing students, using the following instruments: the next-generation digital learning environment scale (NGDLES), the learning empowering outcomes scale (LEOS), and the nursing students' professional identity questionnaire (NSPIQ).
resultsA significant positive correlation between NGDLES and LEOS as p ≤ .001. Also, there is a significant positive correlation between NGDLES and NSPIQ, as p ≤ .001.
conclusionsThere were statistically significant positive correlations between the next-generation digital learning environment, learning and psychologically empowering outcomes, and professional identity among nursing students, so providing faculties with professional development in technology skills and improving the work environment for digital learning can improve nursing students' adaptability to digital learning.
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Registered trials
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