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Abstract Aim This study adopted the qualitative research method, aiming to explore the learning experience of nursing graduate professional curricula in China from the perspective of students and provided a basis for the continuous improvement of nursing graduate training. Design A qualitative study. Methods A purposive sampling method was employed to conduct semi‐structured in‐depth interviews with 14 nursing master's students enrolled in professional curricula from September 03, 2021, to December 8, 2022. The Colaizzi seven‐step analysis method was utilized for data analysis, summarization and extraction. Results Four themes emerged from the study findings: (i) The study of professional curricula is the cornerstone of scientific research work, but it is relatively boring; (ii) The teaching methods and assessment methods of postgraduate education need to be diversified; (iii) The postgraduate education needs to increase the study time of specialized courses and highlight the specialty characteristics; (iv) the study of professional curricula can enhance the comprehensive ability of postgraduate students. Conclusion The study of professional curricula for post‐graduate nursing students plays an important role in the development of post‐graduate research and can statistically significant improve their comprehensive ability, but there are some problems such as boring courses, single teaching assessment methods and insufficient time. In the future teaching reform, it is necessary to highlight the specialty characteristics of nursing scientific research, optimize curriculum education and improve students' scientific research knowledge and thinking. Patient and Public Contributions We thank all participants for their valuable input throughout the study.

Abstract Background The job performance of individual employees determines the overall performance of an organization, and organizational support is known as an important resource at the organizational level to enhance job performance. Although nursing scholars have confirmed the crucial role of organizational support in enhancing job performance, there are no studies on whether psychological capital and organizational identification mediate the association between organizational support and job performance. The purpose of this study is to investigate the influence of organizational support, psychological capital, and organizational identification on nurses’ job performance. Methods A cross-sectional survey was conducted among 455 nurses from 21 public hospitals in China. Instruments were perceived organizational support scale, task performance scale, contextual performance scale, Nurse Psychological Capital Questionnaire, and Organizational Identification Questionnaire. Survey data were analyzed using SPSS and AMOS, and hypotheses were tested using path model analysis. Results Nurses’ perceived organizational support, psychological capital, organizational identification, and task/contextual performance were positively correlated in every two variables. Psychological capital played an important mediating role in perceived organizational support and task/contextual performance, as well as organizational identification. The multi-mediating effect of psychological capital and organizational identification on the relationship between organizational support and task/contextual performance were 0.14 and 0.25, respectively. Conclusions There was a positive correlation between organizational support and job performance among nurses. Psychological support, organizational identification and contextual performance played a chain mediation role in the relationship between organizational support on task performance in nurses. Nursing managers should pay more attention to enhancing nurses’ psychological capital and organizational identification through effective interventions to improve nurses’ job performance.

Self-supervised monocular depth estimation can exhibit excellent performance in static environments due to the multi-view consistency assumption during the training process. However, it is hard to maintain depth consistency in dynamic scenes when considering the occlusion problem caused by moving objects. For this reason, we propose a method of self-supervised self-distillation for monocular depth estimation (SS-MDE) in dynamic scenes, where a deep network with a multi-scale decoder and a lightweight pose network are designed to predict depth in a self-supervised manner via the disparity, motion information, and the association between two adjacent frames in the image sequence. Meanwhile, in order to improve the depth estimation accuracy of static areas, the pseudo-depth images generated by the LeReS network are used to provide the pseudo-supervision information, enhancing the effect of depth refinement in static areas. Furthermore, a forgetting factor is leveraged to alleviate the dependency on the pseudo-supervision. In addition, a teacher model is introduced to generate depth prior information, and a multi-view mask filter module is designed to implement feature extraction and noise filtering. This can enable the student model to better learn the deep structure of dynamic scenes, enhancing the generalization and robustness of the entire model in a self-distillation manner. Finally, on four public data datasets, the performance of the proposed SS-MDE method outperformed several state-of-the-art monocular depth estimation techniques, achieving an accuracy (δ1) of 89% while minimizing the error (AbsRel) by 0.102 in NYU-Depth V2 and achieving an accuracy (δ1) of 87% while minimizing the error (AbsRel) by 0.111 in KITTI.

Abstract Background The process of education is mutual. The learning needs of students need to be paid attention to and can affect the learning outcome. In order to make nursing postgraduates’ curriculum better, meet the learning needs of students, and help to achieve the learning objectives of students, this study based on Hutchinson’s learning needs theory, aims to collect the learning experience of nursing graduates, as well as the gap between learning needs and target needs, and explore the benefits and barriers of nursing graduates in the curriculum learning. It may provide beneficial reference for further optimizing teaching content and improving teaching methods. Methods This study was designed as a qualitative research. Purposive sampling was used to recruit 17 nursing postgraduates in the only two universities in Chongqing, Southwest China, 2021. Semi-structured, in-depth individual interviews were conducted to explore how they subjectively experience the benefits and demands of the professional curriculum. Data was analyzed using Colaizzi’s seven-step analysis. Results Three main themes “clear learning cognition and goals,” “positive learning attitude,” and “the gap between learning goals and actual needs” were identified from the original data. Respectively, Subthemes concerning the first theme included “improve scientific research capabilities, enlighten thinking and broaden your horizons, and learn new knowledge and new skills.” Subthemes of the second theme were “improve abilities in practice and actively seek diversification of course content and format.” Subthemes of the third theme included “the course has a certain depth and breadth, but the course study does not meet the needs of scientific research, the course contents are theoretical, not knowing how to use the research method in certain conditions.” Conclusions The learning needs of nursing postgraduates in Southwest China could be divided into two parts: benefits and barriers, among which the benefits were participants had clear learning goals and positive learning attitudes. When curriculum could not meet their needs, they actively sought methods (e.g., networks or off-campus resources) to close the gap between those needs and their goals. Follow-up educators should focus on learning needs and build curricula by optimizing the contents and methods of existing teaching resources.

Abstract Background Military nurses are expected to be competent in providing quality nursing care in their assigned departments and meeting the medical needs of the military during deployment. Competency assessment is a key step in the development of a robust and competent nursing team. This study was aimed to develop the Professional Competency Scale for Military Nurses (PCSMN) and test its psychometric properties. Methods An instrument development and validation study were conducted. Military nurses in military hospitals in eastern, southern, western, and northern China were recruited in this study. The study procedure comprised three main steps: item development (extensive literature review, the Delphi survey, and a pilot test), scale development (item analysis and exploratory factor analysis), and scale validation (confirmatory factor analysis and reliability test). Results The 65-item PCSMN comprised four dimensions: clinical nursing knowledge and skills, military nursing knowledge and skills, professional ability, and comprehensive quality. The reliability and validity of the PCSMN were satisfactory, with the above four factors accounting for 66.9% of the total variance. Conclusion The PCSMN is a good instrument for evaluating the competencies of military nurses in military hospitals. This may provide guidance for competency-based training.

Abstract Background Military nurses should possess the competency to provide quality care in both clinical and military nursing contexts. This study aimed to identify the competencies of military nurses in general hospitals. Methods A qualitative study was carried out using a qualitative content analysis. We purposefully sampled and interviewed 21 nurses in general hospitals in China. Results The data analysis revealed 40 competencies, which were categorised into four main categories according to the Onion Model. These categories were motive (mission commitment), traits (perseverance, flexibility, etc.), self-identity of dual roles (obedience, empathy, etc.), as well as knowledge, skills and abilities (clinical and military nursing knowledge and skills, basic nursing ability, professional development ability, leadership and management ability). Conclusions Existing knowledge of competencies of military nurses in general hospitals is limited. A detailed exploration of this topic can provide guidance for recruitment, competency assessment, and competency building.