[Excelling in the AI Era: Cultivating AI Literacy].

In light of the rapid advancements in artificial intelligence (AI), the future of the nursing profession is expected to be closely intertwined with AI applications. In response to this challenge, nursing educators must cultivate AI literacy in students to ensure their ability to communicate and collaborate effectively with their interdisciplinary peers. Nursing educators should comprehend the essence of AI literacy, integrate AI literacy into their curriculum designs, and regularly assess the effectiveness of AI literacy cultivation efforts among their students to ensure nursing graduates are able to effectively fulfill their roles in nursing and healthcare. The purpose of this paper is to explain the essence of AI literacy, approaches for cultivating AI literacy in students, and methods for assessing AI literacy with the aim of educating nursing students to become competent nurses for tomorrow.

[Embracing the Era of Artificial Intelligence: Innovation and Preparation in Nursing Education].

Rapid recent advances in information technology have opened the door for artificial intelligence (AI)-related technologies to be applied extensively across many industries. The Ministry of Education has emphasized the importance of cultivating advanced-level professionals in diverse fields, particularly in smart machinery, the Asia-Silicon Valley sector, green energy technology, biotechnology, national defense, new agricultural, and circular economy industries, to enhance innovation and promote industrial competitiveness (Kuo, 2019). While interdisciplinary talent in AI and digital innovation is being actively developed elsewhere, nursing education remains in the exploratory phase of AI and digital technology talent cultivation. Although AI is now a well-known term, the competencies required for its application in nursing remain unclear. Moreover, most nursing professionals are unfamiliar with how to best integrate AI into nursing expertise or practice settings. With the application of AI in the healthcare industry now unstoppable, it is vital to consider how to help nursing students adapt to healthcare's new technology landscape (Huang et al., 2021). AI facilitates the digital simulation of human thought patterns, logic, and behaviors with the goal of assisting human users solve problems, especially those that are time-consuming and require repetitive processing. The development of AI requires interdisciplinary collaboration among domain experts, data scientists, software engineers, robotics experts, and computer programmers. Such collaboration is essential to developing products able to meet the demands of the times and to help students become competent future nursing professionals (Murray, 2018). Nurses spend the most time interacting with patients and are thus best able to understand the perceptions and challenges of patients and their families. Collaborating with professionals from interdisciplinary fields is the best strategy for achieving optimal healthcare outcomes. However, nursing schools have yet to provide a clear response to the impact of AI on nursing education. Nursing educational institutions must enable nursing students to comprehend the concepts and principles of AI and equip them with AI literacy to allow them to unleash their potential, continuously innovate, and stay abreast with the times (Ng et al., 2021). In this issue, experts and scholars currently engaged in AI-related research in the nursing discipline share their research findings in the realms of machine learning, deep learning, emotional recognition, and natural language application. These articles offer insights into the implications of AI, suggest how nursing education may best respond to emerging AI trends, and provide the authors' perspectives on nursing education reform. The editor hopes readers will be inspired to explore new concepts, gain a deeper understanding of the application and significance of AI, and apply AI to address clinical and educational challenges to foster competent nursing professionals for tomorrow.

Standardized patients' experiences of portraying characters in difficult communication scenarios: Narrative inquiry.

BACKGROUND: There are limited studies that explored the preparation and challenges faced by standardized patients (SPs) in portraying characters in difficult communication scenarios, and the strategies used to overcome these challenges. The purpose of this study was to understand the experience of SPs in interpreting difficult communication situations and the learning needs of performing similar scenarios. And it allows the researchers to explore the meaning, beliefs, values, and aspiration associated with their role as SPs. The findings could shade light on the significance of their experiences and provide valuable insights for the development of future SP training programs. METHODS: The design of this study is framed by a narrative inquiry, using semi-structured guidelines to conduct in-depth interviews with 11 SPs who have participated in the performances of difficult communication situations. Research data were analyzed by Polkinghorne narrative analysis, and Riessman's four criteria were used to establish rigor. RESULTS: Analysis revealed the following five themes: scenarios to real life connections, process of preparing for a performance, methods to detach from character, obtaining unexpected rewards, and needs for performance training. There are two to three subthemes that are subsumed under each theme. CONCLUSIONS: To strengthen training in difficult communication for healthcare professionals, the use of SPs to interpret challenging difficult communication scenarios will continue to increase. Educators need to ensure that SPs are fully prepared physically and emotionally before, during and after their performance. Offering of continuing education and training in feedback techniques are crucial to extend the tenure of SPs, reduce their frustration, prevent attrition, and ultimately, reduce training costs. In the future, SP training should also include detachment and feedback techniques to alleviate SPs' stress.

Using "board games" to improve the effectiveness of extracorporeal membrane oxygenation care for nurses in intensive care unit.

AIM: The purpose of this study was to evaluate the effectiveness of ECMO care board games facilitated teaching approach (ECMO care board games) in enhancing ECMO care knowledge, clinical reasoning and learning engagement among intensive care unit (ICU) nurses. BACKGROUND: ECMO is a highly complex, relatively low-incidence, high-risk clinical life support device system used in the intensive care unit (ICU). Its usage has increased nearly tenfold over the past 30 years. Traditionally, ECMO education has been delivered through classroom teaching, which has demonstrated limited effectiveness in promoting nurses' learning engagement, clinical reasoning competency and confidence. The literature suggests that well-designed board games can enhance learning engagement, stimulate higher-level thinking and improve the effectiveness and confidence of nurses' learning. DESIGN: A quasi-experimental study two-group repeated measure design. METHODS: A purposive sample of 73 ICU nurses from two campuses of one medical center was recruited (37 in the experimental group and 36 in the control group). The experimental group received ECMO care training through ECMO care board games facilitated teaching approach, whereas the control group completed the training through a traditional teaching approach. Instruments used for data collection include a demographic information sheet, ECMO Care Knowledge Scale, Clinical Reasoning Scale (Huang et al., 2023) and Learning Engagement Scale (Ciou , 2020). Both groups completed a pre-test before the training, a post-test one week after the training and a second post-test three weeks after the training. RESULTS: Prior to the intervention, there were no significant differences between the two groups in ECMO care knowledge and learning engagement. However, there was a significant difference in clinical reasoning. One week after the intervention, the experimental group demonstrated significantly higher scores in ECMO care knowledge, clinical reasoning and learning engagement than the control group (p <0.01). Three weeks after the intervention, the experimental group showed significantly higher scores in ECMO care knowledge, clinical reasoning and learning engagement (p <0.001). CONCLUSIONS: The content for ECMO care is complex and difficult. Board games can enhance ECMO care knowledge, clinical reasoning and learning engagement. This teaching strategy may be applied to learning challenging subjects in the future to improve learning effectiveness. The clinical reasoning framework is conducive to guiding nurses' learning. In future continuing education, board games designed based on the clinical reasoning framework and tailored to the focus of in-service education can effectively enhance nurses' learning effectiveness.

Training perinatal nurses in palliative communication by using scenario-based simulation: A quasi-experimental study.

AIM: This study aimed to assess the impact of two educational modules on enhancing the communication confidence, competence and performance of perinatal nurses in the context of palliative care. BACKGROUND: Concerns have arisen regarding the preparedness of perinatal nurses in delivering palliative care, especially in terms of deficiencies in communication skills and negative attitudes toward making life-support decisions for parents facing neonates with terminal conditions. Bridging this gap necessitates improved perinatal palliative care education for healthcare providers. Research has shown that simulation-based teaching effectively enhances procedural competence, communication skills and confidence among healthcare professionals. However, comprehensive curricula focusing on perinatal palliative communication remain limited. DESIGN: This study used a quasi-experimental design employing a two-group repeated measure approach. It involved a purposive sample of 79 perinatal nurses from a hospital in northern Taiwan. METHODS: A palliative communication course specifically designed for registered nurses in perinatal units was developed. Participants were allocated to either the experimental group (Scenario-Based Simulation, SBS) or the control group (traditional didactic lecture). Communication confidence and competence were assessed before and immediately after the course through structured questionnaires. Learning satisfaction was collected post-intervention and participants underwent performance evaluation by standardized parents one week later. RESULTS: A significant training gap in palliative care exists among nurses in OB/GYN wards, delivery rooms and neonatal critical care units, highlighting the need for continuing education. All 79 participants completed the training course. Following the intervention, nurses in the SBS group (n=39) exhibited significant improvements in self-reported confidence (p <0.05), competence (p <0.01) and performance (p <0.001) in neonatal palliative communication compared with the traditional didactic lecture group (n=40). The SBS group also received higher satisfaction ratings from nurse learners (p <0.001). CONCLUSIONS: The research findings support scenario-based simulation as a more effective educational approach compared with traditional didactic lectures for enhancing communication confidence and competence. These results were further reinforced by evaluation from standardized patients, highlighting the value of direct feedback in enhancing nurses' performance. Tailoring SBS designs to diverse nursing contexts and incorporating a flipped approach can further enrich the overall learning experience. Given its high effectiveness and positive reception, we recommend integrating this educational module into palliative care training programs for perinatal nurses.

Effectiveness of a multicomponent activity and horticultural intervention for the hospitalized older adults: A randomized controlled trial: Effectiveness of Intervention for the Hospitalized Older Adults.

This study evaluated the effectiveness of different intervention programs in improving function among hospitalized older individuals using the Comprehensive Geriatric Assessment (CGA). A randomized controlled trial consisted of three groups: routine care, horticulture, and multicomponent activities (n = 32 each). Horticultural and multicomponent activity interventions showed beneficial effects on the CGA in hospitalized older individuals, particularly regarding cognitive function and quality-of-life. Additionally, horticultural activities significantly contributed to the perception of older adults' health status. We recommend to select older patients in geriatric wards with long-term hospitalization and adjust the frequency of activities or choose a single intervention program to provide long-term and effective intervention effects.

[Development and Validation of the Outpatient Nurses Communication Behavior Inventory].

BACKGROUND: Outpatient clinics in medical centers are the most common location where people seek medical treatment. Because they must provide patients with treatment information in a timely manner, good communication skills are a key competency for outpatient nurses. However, the tools available for communication behavior assessment are general and rarely tailored for outpatient settings. PURPOSE: The purpose was to develop a communication behavior inventory for outpatient nurses and to examine its reliability and validity. METHODS: During phase one, the authors conducted a literature search and synthesis, using the findings to develop the Outpatient Nurses Communication Behavior Inventory. During phase two, two expert validation rounds were conducted to confirm content validity. During phase three, 220 licensed outpatient nurses were recruited from a medical center in northern Taiwan to complete the instrument (December 2018 - January 2019.) The construct validity and internal consistency of the inventory were evaluated. RESULTS: The literature search and synthesis identified six domains of communication, including connect, introduce, communicate, ask, respond, and exit. A total of 25 items were generated. Following the two expert panel validation rounds, the six domains remained but the inventory items were reduced to 21. Both item-content validity index and scale-level content validity index were 1.0. In phase three, the results of the confirmatory factor analysis retained six factors with a total of 16 items. Model three showed that the inventory demonstrated goodness of fit (Χ ² = 155.75, p < .001, RMSEA = .06, GFI = .92, AGFI = .87, NNFI = .97, NFI = .95, Model AIC = 253.75). Internal consistency was demonstrated with a Cronbach's α of .89. CONCLUSIONS / IMPLICATIONS FOR PRACTICE: The Outpatient Nurses Communication Behavior Inventory exhibits good reliability and validity and may be used to assess outpatient nurses' communication behaviors and as a basis for education. The six CICARE (connect, introduce, communicate, ask, respond and exit) domains may be utilized to remind outpatient nurses to demonstrate effective communication consistently, promote outpatient nurses' communication with patients, and improve quality of care.

Excessive gestational weight gain and emotional eating are positively associated with postpartum depressive symptoms among taiwanese women.

BACKGROUND: Excessive gestational weight gain and emotional eating may be associated with postpartum depression symptoms. This study was designed to identify how gestational weight gain and eating behaviors are related to postpartum depression (PPD) symptoms among women in Taiwan. METHODS: A cross-sectional study was conducted from March 2022 to October 2022 with 318 postpartum women recruited in Taipei, Taiwan. Gestational weight gain (GWG) for the total pregnancy period was recorded as inadequate, adequate, or excessive, based on the 2009 Institute of Medicine recommendations (IOM), accounting for pre-pregnancy body mass index category. Eating behavior at one month postpartum was measured on a 16-item 5-point Likert scale with three subscales: uncontrolled, restrained, and emotional. Maternal depressive symptoms were measured using the Edinburgh Postnatal Depression Scale with a cutoff score of 13. RESULTS: The prevalence of postpartum depression symptoms (Edinburgh Postnatal Depression Scale ≥ 13) was 23.9% at one month postpartum. Logistic regression analysis revealed that excessive gestational weight gain and emotional eating were positively associated with postpartum depression symptoms at that time. CONCLUSION: Evidence presented here suggests that emotional eating and excessive GWG are associated with PPD symptoms in a Taiwanese population. In addition, it should be a public health priority to ensure a particular focus on mental health during the postpartum period. Healthcare providers should discourage pregnant women from unhealthy eating habits by targeting appropriate GWG and focusing on demand eating to reduce PPD in the postpartum period.

Development and Psychometric Testing of the Clinical Reasoning Scale Among Nursing Students Enrolled in Three Types of Programs in Taiwan.

BACKGROUND: There is no instrument currently available to assess the essential nursing competency of clinical reasoning (CR). PURPOSE: The purpose of this study was to develop and test the psychometric properties of CR assessment instrument appropriate for use with nursing students across different types of programs. METHODS: H. M. Huang et al.'s (2018) Framework of Competencies of Clinical Reasoning for Nursing Students was used to guide this study. Two rounds of Delphi study and confirmatory factor analysis (CFA) were conducted to test content and construct validity. Internal consistency was tested for reliability. RESULTS: The four-domain, 16-item Likert-scale Clinical Reasoning Scale (CRS) was developed. One thousand five hundred four nursing students currently enrolled in three different types of nursing programs completed the CRS. The content validity index was .85-1.0, the CFA indicated goodness of fit, and the Cronbach's α score range was .78-.89. CONCLUSION: The CRS is a valid and reliable tool for assessing CR in nursing students in different types of nursing program.

Impact of Ultrasonography on Chest Compression Fraction and Survival in Patients with Out-of-hospital Cardiac Arrest.

INTRODUCTION: Whether ultrasonography (US) contributes to delays in chest compressions and hence a negative impact on survival is uncertain. In this study we aimed to investigate the impact of US on chest compression fraction (CCF) and patient survival. METHODS: We retrospectively analyzed video recordings of the resuscitation process in a convenience sample of adult patients with non-traumatic, out-of-hospital cardiac arrest. Patients receiving US once or more during resuscitation were categorized as the US group, while the patients who did not receive US were categorized as the non-US group. The primary outcome was CCF, and the secondary outcomes were the rates of return of spontaneous circulation (ROSC), survival to admission and discharge, and survival to discharge with a favorable neurological outcome between the two groups. We also evaluated the individual pause duration and the percentage of prolonged pauses associated with US. RESULTS: A total of 236 patients with 3,386 pauses were included. Of these patients, 190 received US and 284 pauses were related to US. Longer resuscitation duration was observed in the US group (median, 30.3 vs 9.7 minutes, P<.001). The US group had comparable CCF (93.0% vs 94.3%, P=0.29) with the non-US group. Although the non-US group had a better rate of ROSC (36% vs 52%, P=0.04), the rates of survival to admission (36% vs 48%, P=0.13), survival to discharge (11% vs 15%, P=0.37), and survival with favorable neurological outcome (5% vs 9%, P=0.23) did not differ between the two groups. The pause duration of pulse checks with US was longer than pulse checks alone (median, 8 vs 6 seconds, P=0.02). The percentage of prolonged pauses was similar between the two groups (16% vs 14%, P=0.49). CONCLUSION: When compared to the non-ultrasound group, patients receiving US had comparable chest compression fractions and rates of survival to admission and discharge, and survival to discharge with a favorable neurological outcome. The individual pause was lengthened related to US. However, patients without US had a shorter resuscitation duration and a better rate of ROSC. The trend toward poorer results in the US group was possibly due to confounding variables and nonprobability sampling. It should be better investigated in further randomized studies.

Effectiveness of the virtual reality chemical disaster training program in emergency nurses: A quasi experimental study.

BACKGROUND: In Taiwan, 50 % of the chemical disasters in the last decade were industrial accidents. The leakage of industrial toxic chemical substances may cause significant environmental pollution and harms. Taiwan's chemical disaster education and training mainly rely on simulation, which is labor-intensive, time-consuming, and costly. Tabletop drills are often used to as a substitute for simulations. However, tabletop drills lack a realistic presence. The 360° virtual reality (VR) transforms knowledge of disaster preparedness into audio-visual and other sensory experiences and allows participants to be physically immersed in an environment. PURPOSE: This study examined effectiveness of a "360° VR chemical disaster training program" on disaster preparedness and self-efficacy in ER nurses. METHOD: This study used convenience sampling and quasi-experimental design with two-group repeated measures. Seventy-seven ER nurses were recruited with the experimental group (n = 32) receiving chemical disaster training through 360° VR and the control group (n = 35) receiving training through tabletop drills. Data were collected before, one week after and three weeks after the intervention. RESULT: Participants in the experimental group were significantly younger and less experienced in disaster management than those in the control group. There were no between-group differences in the participants' self-assessment of chemical disaster preparedness and self-efficacy before the intervention. The intervention group showed significantly higher self-assessment chemical disaster preparedness scores than the comparison group (p < .05) one week after the intervention. However, no significant differences were found three weeks after the intervention. CONCLUSION: This study found that both 360° VR and tabletop drills improved preparedness and self-efficacy in chemical disasters among ER nurses. VR could be used for disaster preparedness training for nurses without prior disaster response experiences/ drills, whereas tabletop drills were more suitable for nurses with prior experiences. Both methods may effectively promote nurses' learning effectiveness and self-efficacy in chemical disaster preparedness.

Effectiveness of e-STORY App in clinical reasoning competency and self-directed learning among students in associate nursing program: A quasi experimental study.

AIM: The purpose of this study was to promote students' clinical reasoning (CR) and self-directed learning (SDL). The specific aims were: (1) to examine effectiveness of the e-STORY App in promoting nursing students' CR and SDL; and (2) to explore the relationships between levels of learning motivation and suitability of the e-STORY App. BACKGROUND: CR and SDL are core competencies for nursing students. However, new graduates tend to be in adequately prepared in these competencies. Humanoid diagram uses diagrams to guide students in gaining a comprehensive view of the patient issues, which may promote attainment of these competencies. The Z generation students favor learning through smart devices for the feature of no time and spatial limitations. The e-STORY App was developed to overcome the setbacks of creating hard-copy drawings to promote learning effectiveness. DESIGN: This quasi-experimental study used two-group repeated measure design with a convenience sample. METHODS: A total of 77 students from two sections of the "Seminar for Clinical Case Studies" course participated in the study (experimental group: 39 students; control group: 38 students). Data were collected before, one week after and four weeks after the teaching intervention. The instruments used were demographic information sheet, Huang et al.'s (in press) Clinical reasoning scale and Cheng et al. (2010) Self-directed learning instrument. RESULTS: There were no significant differences in the CR and SDL scores between the experimental and control groups one week after the intervention (p＞.05). Analyses of the delay effects four weeks after the intervention found significantly higher CR scores in the experimental group than the control group (p < .05). However, there were no significant differences in the SDL scores between groups (p＞.05). Analysis of the findings from the experimental group found that students with moderate and low learning motivation showed significantly higher CR scores on the posttest and follow-up test (p < .05). CONCLUSIONS: Application of the e-STORY App as a supplementary teaching strategy promoted nursing students' CR ability, especially in students with moderate or low learning motivation. It is recommended to use the App in students with moderate or low learning motivation to promote learning effectiveness.

Processed Dietary Patterns during Pregnancy Are Associated with Low Birth Weight at Term among Women of Advanced and Non-Advanced Age.

Inappropriate dietary intake during pregnancy is a key factor in low birth weight (LBW). This study compares LBW between healthy and processed dietary patterns by focusing on women of advanced maternal age. A cross-sectional survey was conducted with 327 postpartum women in Taiwan. The participants were assigned to two groups according to their age (≥35 years, n = 151; and 20−34 years, n = 176). An online questionnaire asked women how often they consumed 27 food items during their pregnancy. The prevalence of LBW was higher in the processed dietary pattern (79.3%) than in the healthy pattern (13.78%, p < 0.001). LBW was positively correlated with advanced maternal age (≥35 ages), low pre-pregnancy weight (BMI less than 18.5 kg/m2), insufficient gestational weight gain (GWG), and processed dietary patterns. Older mothers were 5.8 times more likely to have infants with LBW (odds ratio = 5.8; 95% confidence interval 2.0−16.6). A processed dietary pattern was 9.4 times more likely to result in LBW. Insufficient GWG was significantly positively associated with LBW (OR = 4.0; 95%CI 1.4−11.6). Maternal diet during pregnancy is an important modifiable factor for LBW. Prenatal advice should emphasize optimal nutrition, especially in older and underweight women.

Effectiveness of a Mobile Technology-Supported Self-Reflective Course in Communication Behaviors for Outpatient Nurses.

Background Communication is a core competency for outpatient nurses. This study investigated the effectiveness of a mobile technology-supported self-reflective (MTS) course in communication behaviors among outpatient nurses. Method This quasi-experimental study used a convenience sample of 78 outpatient nurses (experimental group = 39; control group = 39). The experimental group completed the MTS communication course. Communication behaviors were evaluated before, 1 week after, and 1 month after the course. Results There was no significant difference in communication behaviors between the groups before the intervention. One week after the intervention, communication behavior scores significantly increased in both groups without significant between-group differences (p > .05). One month after the intervention, the experimental group showed significantly higher communication behavior scores (p < .05). Both groups demonstrated high learning satisfaction. Conclusion The MTS communication course was successful in promoting effective outpatient nurse-patient communication. Health care facilities may want to incorporate the MTS course into their orientation program. [J Contin Educ Nurs. 2022;53(6):279-288.].

[The Mediating Role of Novice Nurse Practitioner Professional Commitment on Workplace Stress and Teaching Behaviors].

BACKGROUND: Teaching is a vital competency for nurse practitioners (NP). Correlations among teaching behaviors, workplace stress, and professional commitment in novice NPs have been identified in previous research. However, the mediating effect of professional commitment on workplace stress and teaching behaviors is an issue that has been investigated in only a few studies. PURPOSE: To explore the relationships among workplace stress, teaching behaviors, and professional commitment in novice NPs and to identify the predictors and mediators of teaching behaviors. METHODS: This cross-sectional study used a sample of 79 novice NPs. The research instruments used were the Nurse Workplace Stress Scale, Nurse Professional Commitment Questionnaire, and Clinical Teaching Behavior Inventory. RESULTS: Negative correlations were found between workplace stress and professional commitment (r = -.37, p < .01) and between workplace stress and teaching behavior (r = -.27, p < .05). A positive correlation was found between professional commitment and teaching behaviors (r = .61, p < .001). Professional commitment was identified as a predictor of teaching behaviors (ß = .59, R² = .38, p < .001) and as a mediator of workplace stress and teaching behaviors (Z = -3.11, p < .001). CONCLUSIONS / IMPLICATIONS FOR PRACTICE: The findings verified professional commitment in novice NPs to be a moderator of workplace stress and teaching behaviors. The results of this study may be used to facilitate growth in professional commitment in healthcare practice settings.

[Transformation in Nursing Education: Development and Implementation of Diverse Innovative Teaching].

Nursing education in Taiwan has evolved from the hospital-based nursing programs of the prewar era to today`s school-based education (Yeh, 2014), while the pedagogy utilized in nursing education has similarly transitioned from traditional apprenticeships to school-based education. Nursing faculty engage in knowledge transformation and skills demonstrations in hopes of producing practice-ready graduates who meet the needs of their time. However, new graduates often experience difficulties in transitioning into practice settings. They tend to engage in passive learning and are inadequately prepared on competencies such as problem-solving and critical thinking. Thus, they are not fully equipped to manage diverse clinical situations. In 2006, the Taiwan Ministry of Education established the Taiwan Nursing Accreditation Council, which subsequently proposed eight core competencies of nursing education as a guide for cultivating excellent professional nurses. While traditional approaches remain the mainstream pedagogy, clinical scenarios have been integrated into the nursing curriculum. Clinical simulation in conjunction with objectively structured clinical examinations has been implemented in all nursing programs and even been used to determine eligibility for graduation. Problem-based learning, experiential learning, game-based learning, the flipped classroom approach, and technology integration (such as virtual reality and augmented reality) are developing trends in innovative teaching approaches and educational reform strategies. Specifically, authentic technology-integrated education is the current direction for nursing education. Furthermore, resolving nursing clinical dilemmas with design thinking and the creation of new products are also guiding the development of the nursing profession. Applications of these innovative teaching approaches are intended to reduce the gap between practice and theory. Because of the rapid advancement of information technology, big data and artificial intelligence have become unstoppable. Examples include clinical implementations of Line chatbot and the constant development of knowledge through artificial intelligence. The impact of these technological advancements on the nursing profession cannot be ignored. Nursing education is progressing away from traditional teaching approaches and focusing increasingly on the cultivation of professional nurses. Nevertheless, as nurse educators, we need to reflect whether our educational approaches remain overly limited by the traditional framework and, if so, whether we are preparing our future nurses for the past? It is our professional responsibility to prepare the nursing workforce for the present and the future (Murray, 2018). The knowledge required for developing artificial intelligence and relevant technologies is distinctly different from the knowledge required for the nursing profession. Nurse educators must contemplate strategies for leading the new generation of nursing students to be in line with current trends and reflect constantly on the essence and goals of nursing education. We must relentlessly learn new knowledge, align ourselves with the pulse of the times, develop innovative educational strategies, and engage in interprofessional collaboration to produce effective and wise nursing professionals.

[A Reflection on Nursing Education: Assuring the Readiness of the Nursing Profession for the Age of Artificial Intelligence].

With the rapid advancement of information technology, artificial intelligence (AI) is being progressively utilized in various fields. The application of AI in healthcare practice is more advanced than in healthcare education. The advancement of AI is unstoppable. Nursing educators need to have a good understanding of AI to equip nursing students with the requisite knowledge to meet the needs of the AI age. The purpose of this article is to briefly describe the history of AI in education, relevant AI concepts, current applications of AI in healthcare education, dilemmas, and recommendations for the future. AI is not invincible, and it is critical to prudently evaluate and consider the related data biases and ethical issues. Nursing educators should reflect on whether we are preparing students for yesterday`s job or for the future workforce. Nursing educators need to engage in curriculum reform and gain an understanding of critical AI concepts and applications to equip nursing students with the requisite information-technology capacities to meet the needs of the AI age.

The Lived Experiences of Stigmatization in the Process of HIV Status Disclosure among People Living with HIV in Taiwan.

People living with HIV (PLWH) face social stigma which makes disclosure of HIV status difficult. The purpose of this descriptive qualitative study was to understand the lived experiences of stigmatization in the process of disease disclosure among PLWH in Taiwan. Analysis of the semi-structured interviews from 19 PLWH in Taiwan revealed two phases and six themes. Phase one "experiences before disclosure" involved three themes: "Struggles under the pressure of concealing the HIV Status", "Torn between fear of unemployment/isolation and desire to protect closed ones", and "Being forced to disclose the HIV status." Phase two "experiences after disclosure" included three themes: "Receiving special considerations and requirements from school or work", "Receiving differential treatments in life and when seeking medical care", and "Stress relief and restart." Healthcare professionals need to assess stigmatization in PLWH and develop individualized approaches to assist with the disease disclosure process.