{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T10:53:39Z","timestamp":1791284019385,"version":"4.1.0"},"reference-count":35,"publisher":"Wiley","issue":"10","license":[{"start":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T00:00:00Z","timestamp":1791244800000},"content-version":"vor","delay-in-days":5,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T00:00:00Z","timestamp":1790812800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Nursing Open"],"published-print":{"date-parts":[[2026,10]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Aim<\/jats:title>\n                    <jats:p>To explore the perspectives of nursing students, clinical nurses, and nurse educators on electrocardiography (ECG) education and identify strategies to bridge the theory\u2013practice divide and prepare nurses for future\u2010oriented learning environments.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design<\/jats:title>\n                    <jats:p>A qualitative descriptive study employing the consensual qualitative research (CQR) method.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Group interviews were conducted with 27 participants divided into student, nurse, and nursing educator groups. Data were analysed using the CQR method.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Four major themes and corresponding subthemes were identified: (1) clinical significance of ECG and expanding nursing roles, (2) educational barriers and disconnects between theory and practice, (3) motivation and growth through experiential learning, and (4) strategies for educational innovation, including integrated curricula, simulation\u2010based learning, and digital approaches such as AI\u2010assisted learning and gamification perceived as effective for sustaining engagement, repeated practice, and ongoing development of ECG competency.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Bridging the gap in ECG education requires context\u2010integrated training with organisational support. Enhancing educator expertise and promoting learner engagement are critical for ensuring the successful clinical application of ECG interpretation skills.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for the Profession and\/or Patient Care<\/jats:title>\n                    <jats:p>Inadequate ECG education may delay patient assessments, increase nurse stress, and create communication breakdowns in clinical teams. These findings highlight the need for nursing curricula and continuing professional education to incorporate structured, simulation\u2010enhanced, and AI\u2010supported training that supports repeated practice and progressive ECG competency development. Such educational strategies can improve clinical decision\u2010making, strengthen interdisciplinary teamwork, and ultimately enhance patient safety, particularly in high\u2010acuity or resource\u2010constrained healthcare settings.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/nop2.70898","type":"journal-article","created":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T10:16:28Z","timestamp":1791281788000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Bridging the Theory\u2013Practice Divide in\n                    <scp>ECG<\/scp>\n                    Education: A Multistakeholder Qualitative Inquiry"],"prefix":"10.1002","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5827-6902","authenticated-orcid":false,"given":"Sun\u2010Hee","family":"Moon","sequence":"first","affiliation":[{"name":"College of Nursing Chonnam National University  Gwangju South Korea"},{"name":"Research Institute of Nursing Science Chonnam National University  Gwangju South Korea"},{"name":"Department of Nursing Changwon National University  Changwon\u2010si South Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8500-4278","authenticated-orcid":false,"given":"Boyoung","family":"Kim","sequence":"additional","affiliation":[{"name":"College of Nursing Chonnam National University  Gwangju South Korea"},{"name":"Research Institute of Nursing Science Chonnam National University  Gwangju South Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,10,6]]},"reference":[{"key":"e_1_2_15_2_1","doi-asserted-by":"crossref","first-page":"17","DOI":"10.1109\/SEAA53835.2021.00011","volume-title":"2021 47th Euromicro Conference on Software Engineering and Advanced Applications (SEAA)","author":"Almeida C.","year":"2021"},{"key":"e_1_2_15_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/wvn.12063"},{"key":"e_1_2_15_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/10376178.2016.1198234"},{"key":"e_1_2_15_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ecns.2016.02.002"},{"key":"e_1_2_15_6_1","doi-asserted-by":"publisher","DOI":"10.1184\/R1\/6686768.v1"},{"key":"e_1_2_15_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/jan.15147"},{"key":"e_1_2_15_8_1","doi-asserted-by":"publisher","DOI":"10.1136\/bmjqs\u20102017\u2010006989"},{"key":"e_1_2_15_9_1","first-page":"59","volume-title":"Transitions in Nursing: Preparing for Professional Practice","author":"Day G. 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