ArticleBMC medical education2025
Clicking one dot opens a whole new world: a qualitative study on using knowledge graphs in surgical nursing education.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed.
- Application and effectiveness analysis of AI Intelligent tutoring system combined with knowledge graph in basic medical pathology teaching.BMC medical education · 2026Trial
- Application scope of knowledge graphs in nursing: a scoping review.Frontiers in public health · 2026Article
- A Case-Driven and Knowledge Graph-Supported Approach to Pathology Education: Effects on Knowledge Retention and Clinical Reasoning.Advances in medical education and practice · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
backgroundThe integration of intelligent technologies in surgical nursing education offers opportunities to enhance learning outcomes and address challenges in mastering complex topics. Knowledge graphs serve as a visual and interactive learning tool. It represents a novel approach to improving systematic thinking and enhancing knowledge retention in blended teaching models.
aimThis study explored nursing undergraduates' experiences with a knowledge graph platform in surgical nursing education, focusing on perceptions of its usefulness and ease of use, factors influencing engagement, and suggestions for improvement.
methodsA qualitative descriptive study approach was employed to investigate the experiences of 13 nursing students. Semi-structured interviews were conducted after completing a surgical nursing course. The interviews were guided by the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Data were analyzed using reflexive thematic analysis to identify key themes related to knowledge graph use.
resultsThe analysis identified three main themes: (1) Developing conceptual clarity through knowledge integration, where knowledge graphs helped students build systematic thinking, discover learning pathways, and enhance post-class review efficiency; (2) Stimulating interest through enriched content, where enriched and well-organized content increased students' interest and enthusiasm for independent study; and (3) Navigating challenges and envisioning opportunities, where participants reported technical and access limitations, a need for richer content, and requests for clearer usage guidance.
conclusionKnowledge graphs offer innovative intelligent technology integration within blended nursing education. These tools cultivate systematic thinking, enhance surgical nursing knowledge and skill development, and enrich the comprehensive learning experience. Future studies should explore sustained educational outcomes, broaden technological capabilities, and examine cross-contextual adaptability.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.