{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T18:03:02Z","timestamp":1790272982560,"version":"4.1.0"},"reference-count":38,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2025,12,1]],"date-time":"2025-12-01T00:00:00Z","timestamp":1764547200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,12,1]],"date-time":"2025-12-01T00:00:00Z","timestamp":1764547200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["BMC Nurs"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Despite the increasing adoption of simulation during clinical training disruptions, little is known about how students perceive its ability to replace clinical placements. This study aims to explore the perceptions, attitudes and experiences of final-year pre-licensure nursing students regarding simulation-based training as a substitution for clinical practice.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      This study adopted an exploratory qualitative design with face-to-face focus group interviews. Two accident and emergency case scenarios involving tachycardia and drug overdose were developed and simulated in the simulation wards of the participating nursing institution to substitute for clinical practice during the COVID-19 pandemic. We recruited a total of 40 final-year pre-licensure nursing students (80% female) enrolled in both bachelor\u2019s (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200920) and master\u2019s programs (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200920) in a government-funded public university in Hong Kong to participate in focus group interviews via convenience sampling until data saturation was reached. All interviews were audio-recorded and moderated by nurse instructors using a pre-determined interview guide. Qualitative data were subjected to thematic analysis.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>A total of eight focus group interviews were conducted. Three themes emerged from the qualitative data: (i) effective preparation for clinical practice, (ii) the limitations of simulation-based training in replacing clinical practice and (iii) refining simulation-based training. All students recognised that the simulation-based training helped to bridge the gap between theory and practice and to improve their case management, communication, clinical decision-making and nursing skills. However, limitations concerning the differences in procedures and facilities not reflective of the most current practices and challenges in replicating certain aspects of clinical placement (such as clinical atmosphere, patient variety and complexity) hindered the ability of simulation-based training to fully replace clinical practice.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The study findings demonstrate the potential use of simulation-based training to complement clinical practice in pre-licensure nursing education in Hong Kong. To further refine the training programme, it is recommended to enhance the briefing, develop more complex and diverse case scenarios to better replicate clinical situations and upgrade the laboratory facilities to include more realistic equipment. Further research should explore the potential use of this training modality in other speciality areas and broader variety of institutions using a longitudinal design.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Clinical trial number<\/jats:title>\n                    <jats:p>Not applicable.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12912-025-04096-4","type":"journal-article","created":{"date-parts":[[2025,12,1]],"date-time":"2025-12-01T10:15:34Z","timestamp":1764584134000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Perception of simulation-based training as a replacement for clinical practice training among pre-licensure nursing students: a qualitative study"],"prefix":"10.1186","volume":"24","author":[{"given":"Ka Ming","family":"Chow","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anna Hau Yi","family":"Ngan","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Conny Sau Man","family":"Chan","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,12,1]]},"reference":[{"key":"4096_CR1","doi-asserted-by":"publisher","first-page":"499","DOI":"10.3102\/0034654320933544","volume":"90","author":"O Chernikova","year":"2020","unstructured":"Chernikova O, Heitzmann N, Stadler M, Holzberger D, Seidel T, Fischer F. Simulation-based learning in higher education: a meta-analysis. Rev Educ Res. 2020;90:499\u2013541. https:\/\/doi.org\/10.3102\/0034654320933544.","journal-title":"Rev Educ Res"},{"key":"4096_CR2","doi-asserted-by":"publisher","first-page":"664","DOI":"10.1016\/j.nedt.2010.10.013","volume":"31","author":"AJ Bland","year":"2011","unstructured":"Bland AJ, Topping A, Wood B. A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse Educ Today. 2011;31:664\u201370. https:\/\/doi.org\/10.1016\/j.nedt.2010.10.013.","journal-title":"Nurse Educ Today"},{"key":"4096_CR3","doi-asserted-by":"publisher","first-page":"e025306","DOI":"10.1136\/bmjopen-2018-025306","volume":"9","author":"C La Cerra","year":"2019","unstructured":"La Cerra C, Dante A, Caponnetto V, Franconi I, Gaxhja E, Petrucci C, et al. Effects of high-fidelity simulation based on life-threatening clinical condition scenarios on learning outcomes of undergraduate and postgraduate nursing students: a systematic review and meta-analysis. BMJ Open. 2019;9:e025306. https:\/\/doi.org\/10.1136\/bmjopen-2018-025306.","journal-title":"BMJ Open"},{"key":"4096_CR4","doi-asserted-by":"publisher","first-page":"294","DOI":"10.1016\/j.nedt.2011.07.010","volume":"32","author":"HB Yuan","year":"2012","unstructured":"Yuan HB, Williams BA, Fang JB, Ye QH. A systematic review of selected evidence on improving knowledge and skills through high-fidelity simulation. Nurse Educ Today. 2012;32:294\u20138. https:\/\/doi.org\/10.1016\/j.nedt.2011.07.010.","journal-title":"Nurse Educ Today"},{"key":"4096_CR5","doi-asserted-by":"publisher","first-page":"358","DOI":"10.1111\/nuf.12337","volume":"54","author":"LJ Labrague","year":"2019","unstructured":"Labrague LJ, McEnroe-Petitte DM, Bowling AM, Nwafor CE, Tsaras K. High\u2010fidelity simulation and nursing students\u2019 anxiety and self\u2010confidence: a systematic review. Nurs Forum. 2019;54:358\u201368. https:\/\/doi.org\/10.1111\/nuf.12337.","journal-title":"Nurs Forum"},{"key":"4096_CR6","doi-asserted-by":"publisher","first-page":"501","DOI":"10.3928\/01484834-20150814-04","volume":"54","author":"J Lee","year":"2015","unstructured":"Lee J, Oh P-J. Effects of the use of high-fidelity human simulation in nursing education: a meta-analysis. J Nurs Educ. 2015;54:501\u20137. https:\/\/doi.org\/10.3928\/01484834-20150814-04.","journal-title":"J Nurs Educ"},{"key":"4096_CR7","doi-asserted-by":"publisher","first-page":"322","DOI":"10.1016\/j.nedt.2008.10.012","volume":"29","author":"BC Parker","year":"2009","unstructured":"Parker BC, Myrick F. A critical examination of high-fidelity human patient simulation within the context of nursing pedagogy. Nurse Educ Today. 2009;29:322\u20139. https:\/\/doi.org\/10.1016\/j.nedt.2008.10.012.","journal-title":"Nurse Educ Today"},{"key":"4096_CR8","doi-asserted-by":"publisher","first-page":"346","DOI":"10.1016\/j.ecns.2016.03.008","volume":"12","author":"TJ Blodgett","year":"2016","unstructured":"Blodgett TJ, Blodgett NP, Bleza S. Simultaneous multiple patient simulation in undergraduate nursing education: a focused literature review. Clin Simul Nurs. 2016;12:346\u201355. https:\/\/doi.org\/10.1016\/j.ecns.2016.03.008.","journal-title":"Clin Simul Nurs"},{"key":"4096_CR9","volume-title":"The NLN jeffries simulation theory","author":"PR Jeffries","year":"2022","unstructured":"Jeffries PR. The NLN jeffries simulation theory. 2nd ed. Philadelphia: Wolters Kluwer; 2022.","edition":"2"},{"key":"4096_CR10","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1016\/j.ecns.2019.07.003","volume":"37","author":"E Roberts","year":"2019","unstructured":"Roberts E, Kaak V, Rolley J. Simulation to replace clinical hours in nursing: a meta-narrative review. Clin Simul Nurs. 2019;37:5\u201313. https:\/\/doi.org\/10.1016\/j.ecns.2019.07.003.","journal-title":"Clin Simul Nurs"},{"key":"4096_CR11","doi-asserted-by":"publisher","first-page":"132","DOI":"10.5430\/jnep.v5n9p132","volume":"5","author":"C Larue","year":"2015","unstructured":"Larue C, Pepin J, Allard E. Simulation in Preparation or substitution for clinical placement: a systematic review of the literature. J Nurs Educ. 2015;5:132\u201340. https:\/\/doi.org\/10.5430\/jnep.v5n9p132.","journal-title":"J Nurs Educ"},{"key":"4096_CR12","doi-asserted-by":"publisher","first-page":"S3","DOI":"10.1016\/S2155-8256(15)30062-4","volume":"5","author":"JK Hayden","year":"2014","unstructured":"Hayden JK, Smiley RA, Alexander M, Kardong-Edgren S, Jeffries PR. The NCSBN National simulation study: a longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. J Nurs Regul. 2014;5:S3\u201340. https:\/\/doi.org\/10.1016\/S2155-8256(15)30062-4.","journal-title":"J Nurs Regul"},{"key":"4096_CR13","unstructured":"Singapore Nursing Board. Guidelines on the use of simulation based education (SBE) to replace clinical hours for pre-enrolment\/pre-registration nursing education. 2024.https:\/\/www.healthprofessionals.gov.sg\/docs\/librariesprovider4\/guidelines\/guidelines-on-the-use-of-simulation-to-replace-clinical-hours-for-pre-enrolment-pre-registration-nursing-education.pdf?sfvrsn=96e06176_0. Accessed 29 Nov 2024."},{"key":"4096_CR14","unstructured":"Testa G, hours by U.S. State. Using simulation for prelicensure nursing clinical 2024. 2024. https:\/\/www.ubisimvr.com\/blog\/simulation-nursing-clinical-hours-us-state-2024. Accessed 29 Nov 2024."},{"key":"4096_CR15","doi-asserted-by":"publisher","first-page":"2180","DOI":"10.3390\/ijerph19042180","volume":"19","author":"S Alshutwi","year":"2022","unstructured":"Alshutwi S, Alsharif F, Shibily F, Wedad MA, Almotairy MM, Algabbashi M. Maintaining clinical training continuity during COVID-19 pandemic: nursing students\u2019 perceptions about simulation-based learning. Int J Environ Res Public Health. 2022;19:2180. https:\/\/doi.org\/10.3390\/ijerph19042180.","journal-title":"Int J Environ Res Public Health"},{"key":"4096_CR16","unstructured":"Hallmark BF. Replacing clinical with simulation amid the COVID-19 crisis. Tenn Nurse. 2020;83:12\u20133. https:\/\/link.gale.com\/apps\/doc\/A681131752\/AONE?u=cuhk%26sid=googleScholar%26xid=723aeb36. Accessed 29 Nov 2024."},{"key":"4096_CR17","doi-asserted-by":"publisher","first-page":"52","DOI":"10.3928\/01484834-20201217-12","volume":"60","author":"KL Shea","year":"2021","unstructured":"Shea KL, Rovera EJ. Preparing for the COVID-19 pandemic and its impact on a nursing simulation curriculum. J Nurs Educ. 2021;60:52\u20135. https:\/\/doi.org\/10.3928\/01484834-20201217-12.","journal-title":"J Nurs Educ"},{"key":"4096_CR18","doi-asserted-by":"publisher","first-page":"349","DOI":"10.1093\/intqhc\/mzm042","volume":"19","author":"A Tong","year":"2007","unstructured":"Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19:349\u201357. https:\/\/doi.org\/10.1093\/intqhc\/mzm042.","journal-title":"Int J Qual Health Care"},{"key":"4096_CR19","doi-asserted-by":"publisher","unstructured":"Webb C, Kevern J. Focus groups as a research method: a critique of some aspects of their use in nursing research. 2001;33:798\u2013805. https:\/\/doi.org\/10.1046\/j.1365-2648.2001.01720.x","DOI":"10.1046\/j.1365-2648.2001.01720.x"},{"key":"4096_CR20","doi-asserted-by":"publisher","first-page":"77","DOI":"10.1191\/1478088706qp063oa","volume":"3","author":"V Braun","year":"2006","unstructured":"Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3:77\u2013101. https:\/\/doi.org\/10.1191\/1478088706qp063oa.","journal-title":"Qual Res Psychol"},{"key":"4096_CR21","doi-asserted-by":"publisher","DOI":"10.1016\/0147-1767(85)90062-8","volume-title":"Naturalistics inquiry","author":"YS Lincoln","year":"1985","unstructured":"Lincoln YS, Guba E. Naturalistics inquiry. Beverly Hills, California: Sage; 1985."},{"key":"4096_CR22","doi-asserted-by":"publisher","first-page":"105","DOI":"10.1016\/j.nedt.2003.10.001","volume":"24","author":"UH Graneheim","year":"2004","unstructured":"Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today. 2004;24:105\u201312. https:\/\/doi.org\/10.1016\/j.nedt.2003.10.001.","journal-title":"Nurse Educ Today"},{"key":"4096_CR23","doi-asserted-by":"publisher","first-page":"89","DOI":"10.1188\/14.ONF.89-91","volume":"41","author":"DG Cope","year":"2014","unstructured":"Cope DG. Methods and meanings: credibility and trustworthiness of qualitative research. Oncol Nurs Forum. 2014;41:89\u201391. https:\/\/doi.org\/10.1188\/14.ONF.89-91.","journal-title":"Oncol Nurs Forum"},{"key":"4096_CR24","doi-asserted-by":"publisher","first-page":"1536","DOI":"10.1016\/j.jtumed.2023.08.001","volume":"18","author":"SK Mattout","year":"2023","unstructured":"Mattout SK, Shah BM, Khan MM, Mitwally NA, Al Aseri ZA, Yousef EM. Realistic simulation case scenario as a vertical integration teaching tool for medical students: a mixed methods study. J Taibah Univ Med Sci. 2023;18:1536\u201344. https:\/\/doi.org\/10.1016\/j.jtumed.2023.08.001.","journal-title":"J Taibah Univ Med Sci"},{"key":"4096_CR25","doi-asserted-by":"publisher","first-page":"104725","DOI":"10.1016\/j.nedt.2020.104725","volume":"97","author":"C-C Hung","year":"2021","unstructured":"Hung C-C, Kao H-FS, Liu H-C, Liang H-F, Chu T-P, Lee B-O. Effects of simulation-based learning on nursing students\u2019 perceived competence, self-efficacy, and learning satisfaction: a repeat measurement method. Nurse Educ Today. 2021;97:104725. https:\/\/doi.org\/10.1016\/j.nedt.2020.104725.","journal-title":"Nurse Educ Today"},{"key":"4096_CR26","doi-asserted-by":"publisher","first-page":"105127","DOI":"10.1016\/j.nedt.2021.105127","volume":"107","author":"M Mulyadi","year":"2021","unstructured":"Mulyadi M, Tonapa SI, Rompas SSJ, Wang R-H, Lee B-O. Effects of simulation technology-based learning on nursing students\u2019 learning outcomes: a systematic review and meta-analysis of experimental studies. Nurse Educ Today. 2021;107:105127. https:\/\/doi.org\/10.1016\/j.nedt.2021.105127.","journal-title":"Nurse Educ Today"},{"key":"4096_CR27","doi-asserted-by":"publisher","first-page":"e13","DOI":"10.1016\/j.ecns.2011.07.003","volume":"9","author":"JL Szpak","year":"2013","unstructured":"Szpak JL, Kameg KM. Simulation decreases nursing student anxiety prior to communication with mentally ill patients. Clin Simul Nurs. 2013;9:e13\u20139. https:\/\/doi.org\/10.1016\/j.ecns.2011.07.003.","journal-title":"Clin Simul Nurs"},{"key":"4096_CR28","doi-asserted-by":"publisher","first-page":"103306","DOI":"10.1016\/j.nepr.2022.103306","volume":"60","author":"Y-Y Lei","year":"2022","unstructured":"Lei Y-Y, Zhu L, Sa YTR, Cui X-S. Effects of high-fidelity simulation teaching on nursing students\u2019 knowledge, professional skills and clinical ability: a meta-analysis and systematic review. Nurse Educ Pract. 2022;60:103306. https:\/\/doi.org\/10.1016\/j.nepr.2022.103306.","journal-title":"Nurse Educ Pract"},{"key":"4096_CR29","doi-asserted-by":"publisher","first-page":"436","DOI":"10.1016\/j.ecns.2017.05.005","volume":"13","author":"L-A Brien","year":"2017","unstructured":"Brien L-A, Charette M, Goudreau J. Nursing students\u2019 perceptions of the contribution of high-fidelity simulation and clinical placement in a critical care course. Clin Simul Nurs. 2017;13:436\u201341. https:\/\/doi.org\/10.1016\/j.ecns.2017.05.005.","journal-title":"Clin Simul Nurs"},{"key":"4096_CR30","doi-asserted-by":"publisher","first-page":"632","DOI":"10.3928\/01484834-20100831-01","volume":"49","author":"K Wotton","year":"2010","unstructured":"Wotton K, Davis J, Button D, Kelton M. Third-year undergraduate nursing students\u2019 perceptions of high-fidelity simulation. J Nurs Educ. 2010;49:632\u20139. https:\/\/doi.org\/10.3928\/01484834-20100831-01.","journal-title":"J Nurs Educ"},{"key":"4096_CR31","doi-asserted-by":"publisher","first-page":"32","DOI":"10.1016\/j.nedt.2019.02.013","volume":"77","author":"E Palominos","year":"2019","unstructured":"Palominos E, Levett-Jones T, Power T, Martinez-Maldonado R. Healthcare students\u2019 perceptions and experiences of making errors in simulation: an integrative review. Nurse Educ Today. 2019;77:32\u20139. https:\/\/doi.org\/10.1016\/j.nedt.2019.02.013.","journal-title":"Nurse Educ Today"},{"key":"4096_CR32","doi-asserted-by":"publisher","first-page":"243","DOI":"10.1016\/j.ecns.2016.02.010","volume":"12","author":"CA Rhodes","year":"2016","unstructured":"Rhodes CA, Grimm D, Kerber K, Bradas C, Halliday B, McClendon S, et al. Evaluation of nurse-specific and multidisciplinary simulation for nurse residency programs. Clin Simul Nurs. 2016;12:243\u201350. https:\/\/doi.org\/10.1016\/j.ecns.2016.02.010.","journal-title":"Clin Simul Nurs"},{"key":"4096_CR33","doi-asserted-by":"publisher","first-page":"106103","DOI":"10.1016\/j.nedt.2024.106103","volume":"134","author":"SQ Yoong","year":"2024","unstructured":"Yoong SQ, Schmidt LT, Chao FFT, Devi KM, Wang W, Zhang H. Nursing students\u2019 perspectives and learning experiences of participating in a palliative and end-of-life care simulation programme: a qualitative study. Nurse Educ Today. 2024;134:106103. https:\/\/doi.org\/10.1016\/j.nedt.2024.106103.","journal-title":"Nurse Educ Today"},{"key":"4096_CR34","doi-asserted-by":"publisher","first-page":"449","DOI":"10.1007\/978-3-031-31090-4_42","volume-title":"Comprehensive healthcare simulation: nursing","author":"PI Watts","year":"2023","unstructured":"Watts PI, Smith T, Hallmark B, Damazo B. Seeking excellence in simulation for nursing education and practice: accreditation, certification, and standards of best practice. In: Kutzin JM, Waxman KT, Lopez CM, Kiegaldie D, editors. Comprehensive healthcare simulation: nursing. Cham: Springer International Publishing; 2023. pp. 449\u201355."},{"key":"4096_CR35","doi-asserted-by":"publisher","unstructured":"Sharma R, Vishwas AS, Jelly P, Chadha L, Stephen S, Rao S. Modalities and essentials of simulation facility for facilitation of clinical skills to medical and nursing students: need for the present era. J Surg Specialties Rural Pract. 2022;3. https:\/\/doi.org\/10.4103\/jssrp.jssrp_18_21.","DOI":"10.4103\/jssrp.jssrp_18_21"},{"key":"4096_CR36","doi-asserted-by":"publisher","first-page":"105609","DOI":"10.1016\/j.nedt.2022.105609","volume":"119","author":"LK Tong","year":"2022","unstructured":"Tong LK, Li YY, Au ML, Wang SC, Ng WI. Prebriefing for high-fidelity simulation in nursing education: a meta-analysis. Nurse Educ Today. 2022;119:105609. https:\/\/doi.org\/10.1016\/j.nedt.2022.105609.","journal-title":"Nurse Educ Today"},{"key":"4096_CR37","doi-asserted-by":"publisher","first-page":"e20220067","DOI":"10.1590\/1983-1447.2018.20220067.en","volume":"43","author":"CC Silva","year":"2022","unstructured":"Silva CC, Natarelli TRP, Domingues AN, Fonseca LMM, Melo LL. Prebriefing in clinical simulation in nursing: scoping review. Rev Gaucha Enferm. 2022;43:e20220067. https:\/\/doi.org\/10.1590\/1983-1447.2018.20220067.en.","journal-title":"Rev Gaucha Enferm"},{"key":"4096_CR38","doi-asserted-by":"publisher","first-page":"9","DOI":"10.1016\/j.ecns.2021.08.008","volume":"58","author":"DS McDermott","year":"2021","unstructured":"McDermott DS, Ludlow J, Horsley E, Meakim C. Healthcare simulation standards of best practice\u2122 prebriefing: Preparation and briefing. Clin Simul Nurs. 2021;58:9\u201313. https:\/\/doi.org\/10.1016\/j.ecns.2021.08.008.","journal-title":"Clin Simul Nurs"}],"container-title":["BMC Nursing"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1186\/s12912-025-04096-4.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1186\/s12912-025-04096-4","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1186\/s12912-025-04096-4.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,6,16]],"date-time":"2026-06-16T14:45:08Z","timestamp":1781621108000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1186\/s12912-025-04096-4"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,12,1]]},"references-count":38,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2025,12]]}},"alternative-id":["4096"],"URL":"https:\/\/doi.org\/10.1186\/s12912-025-04096-4","relation":{},"ISSN":["1472-6955"],"issn-type":[{"value":"1472-6955","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,12,1]]},"assertion":[{"value":"5 February 2025","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"4 November 2025","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"1 December 2025","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"This study was conducted in accordance with the ethical standards as specified in the Declaration of Helsinki. Ethical approval for this study was obtained from The Chinese University of Hong Kong Survey and Behavioural Research Ethics Committee (Reference No. SBRE-22\u20100169). Informed consent to participate was obtained from all of the participants prior to data collection.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"1456"}}