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Emotions are a core component of the learning process, which impact not only academic performance, but also the way we perceive our training, including the full remote training. The present studyaims to investigate the mediating role played by positive and negative emotions in the relationship between the cognitive and the social presence of the e-learning environment and the satisfaction with e-learning. Based on the Community of Inquiry (CoI) framework and on a cross-sectional study, our theoretical model was assessed (by using structural equation modelling) in a sample of 353 undergraduate nursing students at an Italian university. The results showed that the students' e-learning experience is related to both positive and negative emotions in different ways, which in turn impacts the satisfaction with the e-learning. Thus, findings highlight the complex interplay between e-learning perceptions, affective correlates and satisfaction with remote training. Theoretical and practical implications related to the development of educational interventions are further discussed., (Copyright © 2022. Published by Elsevier Ltd.)

Providing personal care is one of the most significant activities of nursing care. Nursing students, who approach the patient's body for the first time, may experience a wide range of emotions, affecting their attitude toward the nursing profession and performance. Nevertheless, the emotional aspects related to providing personal care in nursing education have remained relatively neglected. A qualitative descriptive study was performed to describe the emotions felt by first-year nursing students when providing personal care and to analyze the situations which triggered their emotions. First-year students (N = 145) were asked to narrate episodes of body care evoking both positive and negative emotions. Emotions were analyzed according to Damasio's theory while trigger situations were inductively found through a content analysis. Our results show that first-year nursing students experienced mostly social emotions, with a significant triggering role played by patients. In most of the narratives, patients were seen as a source of (un)recognition and personal (un)satisfaction. In this pattern, the patients play a fundamental role in supporting their confidence. Providing emotional education and peer discussion/sharing may facilitate the ability of nursing students to become aware of their own feelings and to be focused on patient's needs., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

Background Providing personal care may be a source of emotional difficulties and negative feelings for students interacting with patients during their first clinical placement. This study was done to describe the role of emotional strategies for first year nursing students providing personal care to patients and the relationship of these strategies to students' emotional exhaustion, self-efficacy, and turnover intention. Method A self-reported questionnaire was administrated to a convenience sample of 226 first-year undergraduate nursing students attending their first clinical placement in one Italian University hospital. Results Results suggested a positive link between students' cognitive re-evaluation of their experiences and their self-perceived self-efficacy. Attentional deployment was the strongest antecedent of emotional exhaustion. Emotional dissonance was the primary contributor to students' turnover intention. Emotional exhaustion mediated the relationship between emotional dissonance and turnover intention. Conclusion This research suggested that there are emotional coping strategies useful for protecting student nurses from emotional exhaustion and turnover intention and that these strategies are positively related to students' self-perceived self-efficacy in providing personal care.