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The objectives of this review were to identify, explore and synthesize existing evidence in the literature of nursing students' experiences of debriefing in their clinical practice placements. Qualitative meta-synthesis. Databases included Cumulative Index of Nursing and Allied Health Literature, Education Resources Information Centre, Medical Literature Analysis and Retrieval System Online, and Scopus. Qualitative studies were considered for inclusion if published in English, reporting primary data analysis including experiences of nursing students. The final search was conducted on 22 October 2021, no time limit was applied. Qualitative studies were identified and appraised. Across the included studies, authors' themes and metaphors, and participant quotes were inductively analysed and interpreted, then expressed in the synthesis. Three new themes representing nursing students' experiences of debriefing were constructed. Theme one, 'It didn't happen formally, but I needed it', included students expressing the value of, and wanting to be involved in, debriefing to gain validation, reassurance, and guidance. Theme two, 'I had to release it and it helped' included students' positive experiences of debriefing with another student, nurse, or confidant, through various modalities. These experiences affirmed they were not alone in their feelings, which provided relief, confidence, and new ways of thinking and practicing. Theme three, 'Strengthened clinical experience and learning', included students feeling debriefing supported their awareness and understanding of practice and increased participation in clinical experiences. This awareness and understanding provided an opportunity for students to explore, and reflect on, the impact of patient care. Through debriefing student nurses found relief, confidence, and new ways of thinking through a shared understanding. Debriefing supported student learning and the clinical-academic education team had a key role in creating this opportunity. • Value in debriefing as an opportunity to share experiences and feelings, and gain validation, reassurance and guidance. • Students found relief, confidence, and new ways of thinking through shared understanding they were not alone in their feelings. • Debriefing supported learning through enhanced self-awareness and opportunities for students to explore, and reflect on, patient care. [ABSTRACT FROM AUTHOR]

Nurse educators are considered the gatekeepers of the profession. They teach students the skills and values needed for their role and prepare them to be competent, ethical beginner nurses. Evaluation of these growing skills begins in the first term and continues through their four-year journey. An important skill for nurse educators is facilitating performance conversations with students who are not meeting curricula requirements. This can be challenging as many barriers exist to impede this required feedback. A literature review revealed consistent barriers to effective performance conversations and suggested methods/tools to help overcome these barriers. A Performance Conversation Concept Map was developed, based on findings in the literature, and is presented to illustrate intrinsic and extrinsic barriers, supportive tools/methods, and potential outcomes that may result from successful performance conversations. This analytical paper evaluates what the literature revealed and describes how the elements of the concept map can be used as a framework to support new educator competency during performance conversations. [ABSTRACT FROM AUTHOR]

Background As the prevalence of obesity increases worldwide the field of bariatric medicine has emerged, focussing on the causes, prevention and treatment of obesity. People who are obese regularly face bias from healthcare professionals, which can negativity impact on care delivery and patient outcomes. The introduction of bariatric empathy suits into simulated practice may enable student nurses to appreciate the needs of, and influence their attitudes towards, obese people. Objectives The aim of this study was to explore student nurses' attitudes towards those who are obese and whether these attitudes change following a simulated activity. Design A mixed methods study incorporating a pre-post design. Setting A UK university which provides pre-registration nursing education. Participants Nursing students in part 1 ( n  = 39) and part 2 ( n  = 29) in adult and mental health fields. Methods Part 1 and 2 nursing students completed the "Nurses' attitudes towards obesity and obese patients scale" (NATOOPS) questionnaire. Part 2 students also took part in a simulation activity while wearing a bariatric empathy suit and completed the NATOOPS questionnaire again immediately after the simulation activity. Students who wore the empathy suits were invited to a focus group. Results Part 1 students reported poorer attitudes on the NATOOPS scale than Part 2 students. After wearing the bariatric empathy suits students reported changed attitudes on the NATOOPS in three areas: response to obese patients, characteristics of obese patients and supportive roles in caring for obese patients. Five themes emerged from the focus groups related to physical and psychological impact of the suits; thinking differently; simulation as a learning experience and challenges and recommendations. Conclusions Following a structured educational experience student nurses' attitudes were more positive towards obese patients. The characteristics of the educational activity that appeared to influence student nurses' attitudes was related to the “lived experience” of wearing bariatric empathy suits. [ABSTRACT FROM AUTHOR]

Background People living with dementia experience progressive difficulty in expressing physical and emotional needs. Health care staff including student nurses require training to develop compensatory communication strategies. However, there is no standardised foundation level dementia communication training within pre-registration curricula. Aim This article describes the theoretical underpinnings and development of a foundation level dementia communication skills training based on the VERA (Validation, Emotion, Reassurance, Activity) framework. Method The training strategies drew on behavioural change theory using the COM-B model and Gagné's 9 Events of Instruction. The VERA framework was operationalised using a multicomponent teaching strategy. The intervention was refined based on quality improvement Plan-Do-Study-Act cycles with feedback from people living with dementia, facilitators and student nurses. Data collection used semi-structured questionnaires ( n  = 51) and four focus group ( n  = 19) interviews with students. Data analysis involved descriptive statistics and thematic analysis. Results The intervention was a 2.5-hour face-to-face training session delivered at the start of students' older adult unit placement with follow-up reflection sessions during placement. Training was delivered to 51 students, all students described the training as useful and would recommend it to their peers. Elements of the training that were highly valued were: opportunities to express concerns in caring for people with dementia, applying the VERA framework using role play and outlining realistic expectations of VERA. Students recognised the need for on-going training especially for more complex patients. Conclusion Combining behaviour change and education theory with stakeholder feedback strengthened the development of VERA as a foundation level dementia communication training for pre-registration nurses. [ABSTRACT FROM AUTHOR]

Background People living with dementia have complex communication needs, especially during acute hospital admissions. The VERA framework (validation, emotion, reassurance, activity) was designed to promote person centred communication between student nurses and people living with dementia, but there is limited evaluation of its impact. Aim To measure the impact of dementia communication training (based on VERA) plus older adult unit (OAU) placement on students' ability to recognise opportunities for person centred (PC) communication compared to OAU placement alone. Method A control pre-post-study design was used. Dementia communication training plus follow-up during OAU placement was delivered to 51 students (5 OAU, two hospitals) while 66 students (7 OAUs, five hospitals) acted as controls. The primary outcome was students' ability to recognise PC communication assessed using case vignettes. Data were collected using electronic survey and focus group interviews. Data analysis used independent non-parametric Mann-Whitney U test and thematic analysis. Results In total 52 students (response rate 40%) completed surveys at the end of placements (38 intervention, 14 control group students). In the intervention group, participants were significantly more likely to identify PC responses with a mean score of 10.5 (SD 3.0) compared with 7.5 (SD 3.0) in the control group ( p  = 0.006). In focus group interviews ( n  = 19 students), the main themes were connecting with patients, VERA in practice, communication challenges, and learning environment. VERA was described as a flexible approach that added to participants' communication toolkit. The learning environment, complexity of patients and organisational resources were important contextual factors. Conclusion The VERA framework has potential as a foundation level dementia communication training intervention, but it requires more rigorous testing. Nursing can lead the way in developing and embedding evidence-based, interdisciplinary dementia communication training in preregistration curricula. [ABSTRACT FROM AUTHOR]

Background Assessment technologies are often used to classify student and newly qualified nurse performance as ‘pass’ or ‘fail’, with little attention to how these decisions are achieved. Examining the design exigencies of classification technologies, such as performance assessment technologies, provides opportunities to explore flexibility and change in the process of using those technologies. Objective Evaluate an established assessment technology for nursing performance as a classification system. Methods A case study analysis that is focused on the assessment approach and a priori design exigencies of performance assessment technology, in this case the Australian Nursing Standards Assessment Tool 2016. Findings Nurse assessors are required to draw upon their expertise to judge performance, but that judgement is described as a source of bias, creating confusion. The definition of satisfactory performance is ‘ready to enter practice’. To pass, the performance on each criterion must be at least satisfactory, indicating to the student that no further improvement is required. The Australian Nursing Standards Assessment Tool 2016 does not have a third ‘other’ category, which is usually found in classification systems. Discussion Introducing a ‘not yet competent’ category and creating a two-part, mixed methods assessment process can improve the Australian Nursing Standards Assessment Tool 2016 assessment technology. Using a standards approach in the first part, judgement is valued and can generate learning opportunities across a program. Using a measurement approach in the second part, student performance can be ‘not yet competent’ but still meet criteria for year level performance and a graded pass. Conclusion Subjecting the Australian Nursing Standards Assessment Tool 2016 assessment technology to analysis as a classification system provides opportunities for innovation in design. This design innovation has the potential to support students who move between programs and clinicians who assess students from different universities. [ABSTRACT FROM AUTHOR]

Objectives The aim of this review is to examine the literature related to the sources of stress, coping mechanisms and interventions to support undergraduate nursing and midwifery students to cope with stress during their undergraduate education. Design Integrative literature review. Data Sources The databases CINAHL, PubMed and PsycINFO were searched for articles published between 2010 and 2016. Search terms in various combinations were used for example; student nurse, student midwife, undergraduate, stress, coping and interventions. Review Methods An integrative review based on Whittemore and Knafl's approach was used to conduct the review. Results The search generated 25 articles that met the inclusion criteria. The key sources of stress emanated from clinical, academic and financial issues but predominantly from the clinical environment. Students used a variety of coping strategies, both adaptive and maladaptive. These appear to be influenced by their past and present circumstances such as, their needs, what was at stake and their options for coping. Interventions for student nurses/midwives to cope with stress were varied and in the early stages of development. Mindfulness showed some promising positive results. Interventions focussed on the individual level excluding the wider social context or organisation level. Conclusions Stress is pervasive in all aspects of undergraduate nursing and midwifery education. Nursing and midwifery educators need to be aware of this impact and provide appropriate support to students in both the clinical and academic environments. Further research is needed to capture the experience of stress from the students' perspective as well as the barriers and facilitators to supporting students from the preceptors'/mentors' perspectives. Finally, more intervention studies are needed to identify and compare what interventions are effective in supporting students to cope with stress during their undergraduate education. [ABSTRACT FROM AUTHOR]

Objectives Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. Design This pilot study utilised a mixed-methods quasi-experimental design. Setting The study was conducted in a University school of Nursing in Hong Kong. Participants A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. Methods The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). Results There were no significant differences in self-reported learning self-efficacy between the two groups (p = 0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. Conclusions The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of concept mapping. Future studies should utilise a larger sample size and consider using the approach as a targeted intervention immediately before and during clinical learning placements. [ABSTRACT FROM AUTHOR]

Background High levels of non-attendance are reported in nurse education programmes even though literal interpretation of UK national guidelines implies mandatory student attendance is a requirement for all elements of pre-registration undergraduate programmes. Objectives To examine relationships between undergraduate student nurse non-attendance, academic performance and progression. Design A quantitative study using audit approaches was undertaken. Participants The records of 1347 undergraduate student nurses who had studied at a university in the north west of England were analysed. Methods Following data coding and input into an SPSS database descriptive and chi-square analyses were conducted to explore the associations between non-attendance rates and age, sex, entry qualifications, year of study and degree classification. Results The characteristics of the sample were that the majority were female, aged under 21 years and had ‘A’ level entry qualifications. Significant chi-square associations were found in regard of age at entry and entry qualifications with degree classification. Significant chi-square associations were also identified between degree classification and non-attendance across all three years of the programme. Conclusions The findings that non-attendance is positively associated with degree outcome across all the three years of study are in keeping with the findings of several studies. Many of these findings will help inform future student attendance policies where the study was conducted and are insightful for other national and international institutions that offer nurse education programmes. [ABSTRACT FROM AUTHOR]

Aim Within the United Kingdom (UK) there is an increasing focus on Values Based Recruitment (VBR) of staff working in the National Health Service (NHS) in response to public inquiries criticising the lack of person-centred care. All NHS employees are recruited on the basis of a prescribed set of values. This is extended to the recruitment of student healthcare professionals, yet there is little research of how to implement this. Involving Service Users in healthcare educational practice is gaining momentum internationally, yet involvement of service users in VBR of ‘would be’ healthcare professionals remains at an embryonic phase. Adult nurses represent the largest healthcare workforce in the UK, yet involvement of service users in their recruitment has received scant attention. This paper is an evaluation of the inclusion of service users in a VBR of 640 adult student nurses. Background Design This study used a participatory mixed methods approach, with service users as co-researchers in the study. Methods The study consisted of mixed methods design. Quantitative data via an online questionnaire to ascertain candidates' perspectives ( n = 269 response rate of 42%), and academic/clinical nurses ( n = 35 response rate 34.65%). Qualitative data were gathered using focus groups and one to one interviews with service users ( n = 9). Data analysis included descriptive statistics and thematic analysis. Findings 4 overarching themes were identified; increasing sense of humanness, substantiating care values; impact of involvement; working together and making it work, a work in progress. Conclusion The findings from the study highlight that involving service users in VBR of student healthcare professionals has benefits to candidates, service users and local health services. Appreciating the perceptions of healthcare professionals is fundamental in the UK and internationally to implementing service users' engagement in service enhancement and delivery. Findings from this study identify there may be a dissonance between the policy, the nurses' thoughts and their practice. [ABSTRACT FROM AUTHOR]

Background Nurses have a pivotal role in changing the focus of the health system toward a primary health care approach, yet little is known about the effectiveness of nursing students' educational preparation for this role. Objectives The aim of the study was to investigate undergraduate Australian nursing students' knowledge of and attitudes toward the primary health care approach. Design A cross-sectional, descriptive research design was applied. Setting Two Australian universities, one with a rural base and one in the metropolitan area of Sydney, were involved. Both universities offer undergraduate and postgraduate nursing courses on multiple campuses. Participants A convenience sample of 286 undergraduate nursing students, each of whom had completed a unit of study on PHC. All provided consent to participate in the study. Methods Data was collected using the Primary Health Care Questionnaire via online survey platform SurveyMonkey for a period of three weeks in June 2015. Results Total knowledge scores ranged from 19.68 to 95.78 with the mean knowledge score being 69.19. Total attitude scores ranged from 33.12 to 93.88 with a mean score of 70.45. Comparison of knowledge scores showed mean scores of students born in Australia were significantly higher than those of students who were born overseas ( p = 0.01), and mean scores of students enrolled in the metropolitan university were also significantly higher than mean scores of students' enrolled in the rural university ( p = 0.002). In terms of attitudes scores, mean scores of Australian-born students were significantly higher than those of students born overseas ( p = 0.001), and older students' mean attitude scores were shown to be significantly higher than younger students' ( p < 0.005). Conclusions Student's age, country of origin and university location were shown to be significant influences on student's knowledge of and attitudes toward primary health care. [ABSTRACT FROM AUTHOR]

Background Clinical Placements are an essential component of bridging the gap between academic theory and nursing practice. There are multiple clinical models designed to ease the transition from student to professional, yet there has been little exploration of such models and their impact on graduates' perceptions of work-readiness. Objectives This cross sectional study examined perceptions of work-readiness of new graduate nurses who attended one of the following clinical teaching models: the University Fellowship Program (UFP), the Traditional Multi-facility Clinical Model (TMCPM), and the Mixed Program (MP). Methods Three groups of first year graduate nurses (UFP, TMCPM, and MP) were compared using the Work-readiness Scale, a validated and reliable tool, which assessed nurses' perceptions of work-readiness in four domains: organizational acumen, personal work characteristics, social intelligence, and work competence. A multivariable Generalized Estimating Equations regression investigated socio-demographic and teaching-modelrelated factors associated with work-readiness. Results Of 43 nurses approached, 28 completed the survey (65% response rate) of whom 6 were UFP attendants, 8 attended the TMCPM and 14 the MP. Those who had attended the UFP scored higher than the other two in all four domains; however, the crude between-group comparisons did not yield statistically significant results. Only after accounting for age, gender, teaching setting and prior work experience, the multivariable model showed that undertaking the UFP was likely to increase perceptions of work-readiness by 1.4 points (95% CI 0.11–2.69), P = 0.03). The UFP was superior to the other two placement models. Conclusion The study suggests that the UFP may enhance graduate nurses' perceptions of work readiness. [ABSTRACT FROM AUTHOR]

The informal clinical teaching role of the buddy nurse seems to be a uniquely Australian title, with little consistency in terminology for informal nurse educator roles internationally. Not all registered nurses are professionally developed for the informal role of facilitating the clinical learning of students in clinical settings, yet these roles are expected by nursing professional bodies. In Australia the registered nurses (RN) experience of being a buddy nurse has been reported as lacking clarity, being unsupported and structureless. Whist there is a plethora of literature published about formal RN educator roles, little is available on the informal buddy nurse role. A view of the buddy nurse role in reference to the limited but available literature in the Australian context is offered in this paper. International perspectives are also gathered describing informal clinical education RN's roles with similar responsibilities to the Australian buddy nurse. The significance of this dialogue is to ignite debate about the role, potentially informing policy for the improved support of the role within the Australian nursing landscape. [ABSTRACT FROM AUTHOR]

Background A preceptorship model of clinical teaching was introduced to support the new all-graduate nurse education programme in Ireland in 2002. Little is known about how this model impacts upon the pedagogical practices of the preceptor or student learning in clinical practice leading to question what constitutes effective teaching and learning in clinical practice at undergraduate level. Aim This study aimed to explore the clinical teaching and learning within a preceptorship model in an acute care hospital in Ireland and identify when best practice, based on current theoretical professional and educational principles occurred. Method A qualitative research study of a purposively selected sample of 13 students and 13 preceptors, working together in four clinical areas in one hospital in Ireland. Methods were semi-structured interviews, analysed thematically, complemented by documentary analysis relating to the teaching and assessment of the students. Ethical approval was gained from the hospital's Ethics Committee. Findings Preceptor-student contact time within an empowering student-preceptor learning relationship was the foundation of effective teaching and learning and assessment. Dialoguing and talking through practice enhanced the students' knowledge and understanding, while the ability of the preceptor to ask higher order questions promoted the students' clinical reasoning and problem solving skills. Insufficient time to teach, and an over reliance on students' ability to participate in and contribute to practice with minimal guidance were found to negatively impact students' learning. Conclusions & Implications Concepts such as cognitive apprenticeship, scaffolding and learning in communities of practice can be helpful in understanding the processes entailed in preceptorship. Preceptors need extensive educational preparation and support to ensure they have the pedagogical competencies necessary to provide the cognitive teaching techniques that foster professional performance and clinical reasoning. National competency based standards for preceptor preparation should be developed. [ABSTRACT FROM AUTHOR]

The health and lifestyles of student nurses has been widely explored internationally finding relatively high levels of smoking, low levels of physical activity and unhealthy diets. Not only does this have implications for productivity, personal health and the ability to do the demanding job of nursing, but unhealthy behaviours are also associated with a reluctance to undertake health promotion in their roles. Stress, time constraints and the irregular routine of nurse training were cited as barriers to a healthy lifestyle. Three types of accessible interventions were piloted to encourage the adoption of healthier lifestyles by student nurses: an educational session on having ‘healthy conversations’ with patients, an accelerometer to record steps, and an online personal wellness tracker. There was low take up of the offers designed to motivate behaviour change but students did welcome the educational input on how to have a ‘healthy conversation’ with a patient. This project highlights the need to incorporate programmes that addresses student nurses' health behaviours within nurse education, and at salient time points (e.g. induction or just before going on placement) over the course of study. [ABSTRACT FROM AUTHOR]

Interviewer effects may cause unfairness in assessments in multiple mini-interviews (MMIs). Due to cultural differences, the bias factors of interviewers may vary between the East and the West. MMIs are a relatively new type of assessment setting in China and few studies have been conducted to examine the interviewer effects of MMIs in this context. We adopted a multi-faceted Rasch measurement (MFRM) to measure interviewer effects in assessments in Hong Kong. Data were collected from a nursing school in Hong Kong. There were 431 candidates and 12 interviewers engaged in a six-station MMI setting. The scores collected from the interviews were analyzed in terms of 1) interviewer stringency/leniency, 2) candidate gender, 3) interview time, and 4) rating category in the station. The Student's t -statistic values were calculated to investigate the marking tendencies of individual interviewers. The research findings suggest that interviewers differ in their degree of stringency/leniency, but the number of candidates examined by each interviewer does not affect interviewer stringency/leniency in terms of the interviewer's assessment. There is not sufficient evidence indicating that candidate gender and interview time are bias factors affecting assessment score in this study. Among the six rating categories examined, honesty/integrity is the most stringent category, while self-awareness is the most lenient category. Interview bias from individuals was identified. When we consider the interview scores given by individual interviewers, it is evident that some interviewers may have been biased toward a certain gender or rating categories. MMIs are useful when selecting student nurses in a Chinese setting. However, interviewer bias may exist. We used an MFRM to better understand interviewer bias across various dimensions. The present study contributes to the development and use of MMIs in non-Western countries and can be used as a reference to extend this research to other locations. [ABSTRACT FROM AUTHOR]

It is estimated that 20–40 % of medication errors (MEs) made by nursing students are not reported, thus creating a gap in learning from mistakes. There is scarce literature on the reasons for the underreporting of MEs made by nursing students. The aim was to analyse the opinions of nursing students about MEs, types and causes and factors that facilitate or discourage ME reporting during clinical training. Qualitative descriptive design. Nursing School affiliated with Milan University, Italy. A purposeful sample of third-year or near-graduation nursing students. Data were collected between October and November 2019 through focus groups until data saturation. A semi-structured interview was used for conducting the focus groups and categories were identified by content analysis. Triangulation of researchers and member checking were performed to ensure result trustworthiness. The study sample was 37 students assigned to four focus groups. Four ME categories were identified: type; cause(s); barriers; and facilitators of reporting. The most common errors were wrong drug, incorrect drug dosage and dilution, which were attributed to individual and/or organizational factors. The main barrier to ME reporting was fear of receiving a negative evaluation by the head nurse. Nonetheless, constructive reflexive evaluation was perceived as a facilitator of ME reporting. Our findings show that MEs made by nursing students during their placement oftentimes go unreported to avert negative evaluation. Barriers to ME reporting may be reduced by enhancing risk awareness and error analysis with the support of clinical nurses and nursing mentors. [ABSTRACT FROM AUTHOR]

Background Reports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional intelligence (EI) might be associated with performance, is conceptualised and measurable. Objectives To examine the impact of 1) previous caring experience, 2) emotional intelligence 3) social connection scores on performance and retention in a cohort of first year nursing and midwifery students in Scotland. Design A longitudinal, quasi experimental design. Setting Adult and mental health nursing, and midwifery programmes in a Scottish University. Methods Adult, mental health and midwifery students (n = 598) completed the Trait Emotional Intelligence Questionnaire-short form and Schutte's Emotional Intelligence Scale on entry to their programmes at a Scottish University, alongside demographic and previous caring experience data. Social connection was calculated from a subset of questions identified within the TEIQue-SF in a prior factor and Rasch analysis. Student performance was calculated as the mean mark across the year. Withdrawal data were gathered. Results 598 students completed baseline measures. 315 students declared previous caring experience, 277 not. An independent-samples t-test identified that those without previous caring experience scored higher on performance (57.33 ± 11.38) than those with previous caring experience (54.87 ± 11.19), a statistically significant difference of 2.47 (95% CI, 0.54 to 4.38), t (533) = 2.52, p = .012. Emotional intelligence scores were not associated with performance. Social connection scores for those withdrawing (mean rank = 249) and those remaining (mean rank = 304.75) were statistically significantly different, U = 15,300, z = − 2.61, p $_amp_$lt; 0.009. Conclusions Previous caring experience led to worse performance in this cohort. Emotional intelligence was not a useful indicator of performance. Lower scores on the social connection factor were associated with withdrawal from the course. [ABSTRACT FROM AUTHOR]

Background Accurate calculation of medication dosages can be challenging for nursing students. Specific interventions related to types of errors made by nursing students may improve the learning of this important skill. Objective The objective of this study was to determine areas of challenge for students in performing medication dosage calculations in order to design interventions to improve this skill. Design Strengths and weaknesses in the teaching and learning of medication dosage calculations were assessed. These data were used to create online interventions which were then measured for the impact on student ability to perform medication dosage calculations. Setting The setting of the study is one university in Canada. Participants The qualitative research participants were 8 nursing students from years 1–3 and 8 faculty members. Quantitative results are based on test data from the same second year clinical course during the academic years 2012 and 2013. Methods Students and faculty participated in one-to-one interviews; responses were recorded and coded for themes. Tests were implemented and scored, then data were assessed to classify the types and number of errors. Results Students identified conceptual understanding deficits, anxiety, low self-efficacy, and numeracy skills as primary challenges in medication dosage calculations. Faculty identified long division as a particular content challenge, and a lack of online resources for students to practice calculations. Lessons and online resources designed as an intervention to target mathematical and concepts and skills led to improved results and increases in overall pass rates for second year students for medication dosage calculation tests. Conclusion This study suggests that with concerted effort and a multi-modal approach to supporting nursing students, their abilities to calculate dosages can be improved. The positive results in this study also point to the promise of cross-discipline collaborations between nursing and education. [ABSTRACT FROM AUTHOR]

Summary Introduction The rigorous efforts students put into baccalaureate nursing programs to become a professional nurse is compounded by their need to have a sense of belonging in their clinical placements. In addition, the students' perceived stress may contribute to their physiological and psychological wellbeing undermining academic achievements and confidence. Background A sense of belonging and perceived stress have research history in psychological and sociological realms; but not used together in the nursing profession as applied in clinical placements. The Perceived Stress Scale is a psychological instrument used globally; however, the Belongingness Scale-Clinical Placement Experience (BES-CPE) measurement tool has not been used in published research in the United States. Methods A descriptive correlational research design examining the relationship between a sense of belonging and perceived stress among baccalaureate nursing students in clinical placements. Three measurement tools were used for data collection: BES-CPE, Perceived Stress Scale (PSS-10) and demographic questionnaire. Students were able to access the online survey through SurveyMonkey®. Participants A national study was conducted using 1296 volunteer nursing students from the National Student Nurses Association (NSNA) database. These nursing students were currently enrolled in a baccalaureate nursing program, 18 years of age and completed at least one clinical experience. Results The findings from this study revealed a statistically significant low inverse relationship (r = − .277) between a sense of belonging and perceived stress among baccalaureate nursing students in their clinical placements. The findings also supported the use of BES-CPE as a reliable and valid measurement tool for nursing students in clinical placements. Conclusion The results of this study supported the concept of a sense of belonging as a fundamental human need, having a positive influence and impact on students' learning, motivation and confidence. In contrast, perceived stress has negative consequences on the students' self-concept, learning skills and competence. [ABSTRACT FROM AUTHOR]

Summary Background A significant proportion of undergraduate nursing education occurs in the clinical setting in the form of practising skills and competencies, and is a requirement of all nursing curriculum for registration to practice. Education in the clinical setting is facilitated by registered nurses, yet this interpersonal relationship has not been examined well. Objective To investigate the experience of interpersonal relationships between registered nurses and student nurses in the clinical setting from the point of view of the registered nurse. Design Integrative review Review methods: The databases of MEDLINE, CINAHL and OVID were searched. Key words used included: Registered Nurse, Preceptor, Buddy Nurse, Clinical Teacher, Mentor, Student Nurse, Nursing Student, Interpersonal Relationships, Attitudes and Perceptions. Additional review of the literature was manually undertaken through university library textbooks. Results 632 abstracts were returned after duplicates were removed. Twenty one articles were identified for full text read (quantitative n = 2, mixed n = 6, qualitative n = 14); of these, seven articles addressed the experience of interpersonal relationships between registered nurses and student nurses in the clinical setting from the point of view of the registered nurse and these were reviewed. Conclusions Providing education for registered nurses to enable them to lead student education in the clinical setting communicates the organizational value of the role. Registered nurses identified being supported in having the time-to-teach were considered important in facilitation of the clinical teaching role. The integrative review did not provide evidence related to the impact diverse clinical settings can have on the relationships between registered nurses and student nurses revealing an area for further examination. [ABSTRACT FROM AUTHOR]

Summary Objectives The aim was to describe and compare the clinical teacher's role in different models of clinical practice from the perspective of student nurses. Design and Settings The study took place in collaboration with two Swedish universities that applied different educational models in clinical practice. A mixed method approach was used. The quantitative part had a comparative design and the qualitative part had a descriptive design. Participants The study group consisted of 114 student nurses (response rate 87%). Fifty-three of them had met clinical teachers employed at the university and not participating in the daily clinical work (University Nurse Teachers, UNTs), whilst 61 had met clinical teachers dividing their time between teaching and nursing (Clinical Nurse Teachers, CNTs). Eight students participated in the qualitative part of the study. Methods A questionnaire including the CLES + T scale was used to ascertain the students' perception of the clinical teacher's role, complemented by interviews directed towards an enrichment of this perception. Results Students meeting CNTs agreed more strongly than those meeting UNTs that the teacher had the ability to help them integrate theory and practice. Whilst spontaneous meetings between students and CNTs occurred, students mostly met UNTs in seminars. Students meeting UNTs felt alone but did appreciate having someone outside the clinical environment to provide support if they did not get along with their preceptor. Conclusions In the case of UNTs, it is important that they keep their knowledge of clinical issues updated and visit the clinical placement not only for seminars but also to give students emotional support. In the case of CNTs, it is important that they are members of the faculty at the university, take part in the planning of the clinical courses and are able to explain the learning goals to the students. [ABSTRACT FROM AUTHOR]

Student nurse selection has been a topic of debate for years. Poor nursing care has been attributed to uncaring attitudes, lack of motivation and poor training and mentoring. Student nurse selection requirements and the steps involved in the process have been a revolving debate. Internationally, the recruitment and selection process are being refined to align with recommendations from the Francis Inquiry to include a values assessment. To select, review and interpret evidence-based studies on student nurse selection; and develop and provide recommendations for nurse educators when selecting first-year student nurses as a holistic, integrative process fitting with caring and providing quality care. Qualitative meta-synthesis. Electronic databases were used during data collection: Ebscohost, ScienceDirect, SAGE, Cinahl and Sabinet (SAePublications). Qualitative articles published in English or Afrikaans reporting on student selection processes and experiences were included in the data collection process. Qualitative articles were systematically identified using the STARLITE principles. The articles were critically appraised for quality by employing the CASP method. Fourteen articles were included. Thirteen of the articles were published in English. One PhD thesis was included, a seminal work conducted on student nurse selection in South Africa. Data analysis revealed three main themes: a reliance on the interview, alternative selection methods, and attributes as criteria for nursing selection. Within these themes, many different methods of student selection emerged. The benefits and challenges of these methods were identified, and a holistic admission process was ultimately most successful in selecting the correct student nurse. The findings indicate there are many different student nurse selection processes. A holistic admission process is needed to select the best student nurse that displays caring attributes and provides quality nursing care. [ABSTRACT FROM AUTHOR]

Summary Background Positive preceptor experiences enhance learning and even affect the decisions of students to remain in nursing. In light of this, nurse managers have a responsibility, besides maintaining staff competence, to assess whether preceptors live up to their professional obligations. Aim The aim of this Nordic qualitative study was to gain a deeper understanding of the perceived experiences of preceptorship used to support undergraduate student nurses during their clinical education. Method Data was collected through narrative interviews with 31 preceptors in Finland and Sweden before being analysed using a hermeneutical approach. Findings Preceptorship is all about teaching in a supportive environment with ethical dimensions uniting theory and praxis. A caring relationship is essential and the basis for student learning and development. Conclusion The preceptors emphasise a caring relationship as the foundation for student learning. Moreover, preceptorship is an ethical issue, a responsibility that should be recognised by all stakeholders. The findings suggest that preceptorship should be examined from a new perspective. The ethical dimension must be recognised and linked to the further education of preceptors. Nurse managers are in a key position to lead for change. [ABSTRACT FROM AUTHOR]

Simulation-based learning that focuses on the development and assessment of communication and counseling skills can help nursing students achieve better skill performance and gain self-confidence with decision-making ability. It is unknown whether virtual simulation as an instructional design significantly improves educational outcomes than a traditional lecture with low-fidelity simulation in students. The aim was to explore the effect of a virtual simulation-based educational smartphone application on nursing students' beliefs and self-efficacy in communicating with patients about complementary and alternative medicine (CAM) use. A quasi-experimental study with pretest-posttest nonequivalent control group design. A total of 101 nursing students, who were in their second or third-year nursing program at a Southern Taiwan university volunteered to participate in the academic year 2020–2021. Participants were assigned to an experimental or control group in an elective course. All participants received a 4-hour lecture that included an in-class lecture with low-fidelity simulation (paper-based scenarios) about the risk-benefit assessment of a patient's CAM use. The experimental group received a series of 13 virtual simulation exercises with clinical scenarios by means of a smartphone application. Data from belief and self-efficacy scales were collected at the beginning and end of the course from September 2020 to February 2021. Descriptive and inferential statistics were analyzed using the IBM® SPSS® version 23.0. Although both groups significantly improved their belief and self-efficacy scale scores, the experimental group had significant differences in overall self-efficacy in communicating with patients about CAM use compared with the control group, specifically the CAM perceptions and self-confidence scores. Although both in-class and virtual simulation improved nursing students' belief and self-efficacy, the virtual simulation-based educational app is effective as an adjunct learning tool in significantly increasing nursing students' self-efficacy in communicating with patients about CAM use to help minimize their risks. • Virtual simulation-based learning has advantages compared to traditional-based simulation. • Using virtual simulations on a smartphone app can provide nursing students an opportunity to learn independently, and reinforce in-class learning, that can strengthen a sense of self-efficacy. • The virtual simulation inspired a sense of role responsibility to observe what patients need, not what nurses might pre-conceive that patients require. [ABSTRACT FROM AUTHOR]

Medication errors are a serious concern and often due to multiple factors. The largest workforce in healthcare are nurses. Nurses play a major role in medication management especially in medication administration. To become proficient in safe medication administration undergraduate nurses, need to be provided with adequate training in clinical settings. Aim This integrative review aims to identify literature that reports medication errors including prevalence, types, causes and barriers of reporting whilst nursing students are on clinical placement. A review was conducted of five electronic databases to identify original empirical research published between 2007 and 2021. An integrative review method using Strengthening the Report of Observational Studies in Epidemiology guidelines was used to direct this review. The initial search yielded 1574 articles. A total of six full text articles met the eligibility criteria were reviewed. The prevalence of medication errors made by nursing students on clinical placement was 6–1.1%. Causes were due to student, education and environmental factors. Types of errors medication calculations, incorrect name of patient, wrong medication and omission of medication administration. This review confirms previous studies with 10–5% of all errors by nurses are medication errors in hospitals. Strategies to improve medication administration are increasing staffing, communication, education and supervision of students. Medication administration is a multifactorial process that involves medication skills. Closer supervision, improved education on technology and consistency is required in number of rights of medication administration. [ABSTRACT FROM AUTHOR]

In this paper the authors explore the centrality of both patient safety and person-centred care when preparing student nurses for their role. By examining these two goals against the understanding of human factors, the concept of risk and the interpersonal elements of patient centred, compassionate care, the authors identify the challenges that nurse educators must recognise in preparing the nurses of the future who must achieve both. The authors introduce the notion of human factors and their role in promoting safe environments. Thereafter the authors explore the development of the student nurse in coming to understand that optimal patient care must primarily be safe but must also have the wishes of individual patients at its core. Finally the authors raise the challenge for nurse educators of supporting students' growing understanding of safety, risk and how these must be balanced with individual needs and wishes. [ABSTRACT FROM AUTHOR]

This exploratory study formed part of the Leadership in Compassionate Care Programme (LCCP) that considered embedding the principles of person-centred compassionate care within an undergraduate nursing curriculum. Currently, there is a lack of literature regarding compassionate care in relation to the student-personal development tutor (PDT) relationship. The aim of the study was to explore the current personal development tutor role, within a pre-registration adult nursing programme, in relation to the support provided to students by PDTs and from this, establish what was important in the role from the student and lecturer perspectives, within the context of the LCCP. A qualitative approach utmilising participant interviews was employed. Six undergraduate nursing students on a Bachelor of Nursing adult programme and five PDTs participated in the study and Emotional Touchpoint technique was used to elicit participant experiences. Data were analysed using an adapted version of the Senses Framework, originally proposed by Nolan et al. (2006). The results demonstrate the importance that students and their PDTs attach to the relationship and how elements of care arising from the Senses Framework are fundamental to developing and sustaining this relationship. Further, it is apparent that role modelling in relation to care is considered an important element of the PDT role which has relevance to nurse education and practice. In light of these findings a range of strategies are proposed to enhance the PDT relationship by utilising a modified version of the Senses Framework as a model for PDT and student interaction. [ABSTRACT FROM AUTHOR]

The prevalence of nursing students with specific learning difficulties enrolled on pre-registration nursing programmes and the impact that this diagnosis has on their programme outcomes are currently unknown. The aim of this paper is to report on data that explored and compared the academic journey of students with and without learning difficulties on pre-registration nursing degree programmes. A retrospective cohort design. One university in the UK offering BSc Honours Degree programmes in Adult and Mental Health Nursing. Pre-registration adult and mental health nursing students (n = 1152) enrolled in the programmes between 2012 and 2016. Pearson's Correlation, ANOVA and crosstabulation were used to identify the differences and associations between each group of students with the outcome variables grade percent average and programme completion. A total of 12.5% of the students were identified as having a diagnosed specific learning difficulty and were entitled to reasonable adjustments. The analysis shows that their grade percent average and completion rates are equivalent to students without a specific learning difficulty. The differences between students with a specific learning difficulty and those without are small across the variables measured. Reasonable adjustments appear to mitigate the learning difficulties that students with specific learning difficulties have. Educators need to continue to promote ways of identifying students with specific learning difficulties as early as possible in the student's academic journey. Responsive adjustments in teaching and assessment in theory and practice components should be implemented to ensure that all students' opportunities to succeed are maximised. [ABSTRACT FROM AUTHOR]

Although student nurses are expected to demonstrate and show understanding of compassion in their learning and practice, literature suggests that this is not always the case. To address this, nursing students need to be introduced to the value and behaviours of compassion during their education. To evaluate the effectiveness of an online course to help nursing students develop their strengths and further validate the Bolton Compassion Strengths Indicators. A pre-and post-mixed methods non-randomised pilot study. A university in the north west of England. A sample of first year undergraduate nursing students (67), in two groups, with 33 in the online control and 34 in the on-site group. Both groups took part in the Short Compassion Strengths Course (SCSC). The online group took the course in their own time over a 3-week period, while the on-site group completed the course during their time at University. In both groups baseline assessments were carried out using the Bolton Compassion Strengths Indicator (BCSI). Post-test data were collected 3 weeks after in the online group and immediately after in the on-site group, for the BCSI and reflective accounts. Data were analysed using ANOVA in SPSS27. The online group did not complete the course but filled out the questionnaires. The on-site group had significantly higher scores on all indicators but self-care and engagement. The SCSC is an effective course for teaching and developing compassion strengths when delivered on-site. This paper adds further validity for the BCSI. [ABSTRACT FROM AUTHOR]

Student nurses experience stress leading to poor health and course attrition (Lovegrove, 2018). This systematic review aimed to evaluate the effectiveness of interventions and 'behaviour change techniques' (BCTs) to reduce student nurse stress. BCTs are active components of interventions that are observable, replicable, irreducible and designed to change behaviour (Michie et al., 2013). Thirteen databases were searched from inception to May 2020. The interventions were classified according to their target: 'stressors', 'coping', 'cognitive reappraisal' or a combination of these (Lazarus and Folkman, 1984). BCTs were coded using the BCT taxonomy: a hierarchical framework of BCTs (Michie et al., 2013). 28 interventions reported in 23 articles were included in the review. A positive effect was identified in 22 interventions. There were no studies addressing the stressors in isolation and the interventions targeting stressors in combination with coping (n = 1) or cognitive reappraisal (n = 1) found no significant effects. In contrast, 74% of those targeting coping alone (n = 14/19), 100% of those addressing coping and cognitive reappraisal together (n = 4/4) and 66% addressing all three targets together (n = 2/3) were successful. The most common BCTs provided students with information and skills relating to stress management, with 18/21 being successful >50% of the time. Overall, most interventions aimed to teach students skills to cope with stress, with the majority having a short-term effect. However, as some interventions and BCTs were infrequently used or poorly described and all studies had a medium-high risk of bias, there is a need for longitudinal high-quality studies. • Interventions commonly aim to reduce student nurse stress by increasing coping. • Instruction and practice of a behaviour are associated with stress reduction. • Most interventions to reduce student nurse stress are effective short term. • Interventions to reduce student nurse stress lack long term follow up. • Interventions to change student nurses' behaviour should be theory based. [ABSTRACT FROM AUTHOR]

Abstract: Background: Accurate calculation of dosages and safe administration of medications in clinical practice is an essential skill for the registered nurse. Appropriate educational preparation of student nurses is the key to ensuring they become safe practitioners in the workforce. A review of the literature on different approaches for teaching and assessing medication calculation with student nurses revealed three main factors that influenced student nurses' ability to calculate medications accurately and identify mistakes. These factors include mathematical ability, particularly around multiplying with decimals, understanding medication formulas, and conceptualising medication dose. Objectives: This study evaluated teaching interventions that focused on improving the students' understanding of mathematical calculations, medication formulas and conceptualising medication doses. Design: Evaluation study with teaching interventions and Time 1 and Time 2 medication tests. Participants: 156, 2nd year Bachelor of Nursing students from an Australian University. Method: The teaching interventions over 8weeks included teaching decimals and basic mathematical skills, using the correct mathematical formula for the medication and linking the medication to the patient case study. Time 1 and Time 2 medication tests out of ten, student demographics and reasons for attending tutorials were collected to evaluate the effectiveness of the teaching interventions. Results: For Time 1 medication test pre interventions, the mean was 7.3 with a mode of 8 out of ten. Maths and incorrect medication formula were the most common mistake. For Time 2 medication test post interventions, the mean was 9.3 with a mode of 10. The most common reason for incorrect answer Time 2 was incorrect medication formula. The students identified that the smaller tutorial sizes and remediation of errors was the main reason for continued attendance. Conclusions: The teaching intervention improved the accuracy of students' medication calculation, specifically, understanding the correct formula to use and identifying errors of calculation. [Copyright &y& Elsevier]

Summary: Aims and Objectives: To evaluate third year student nurses' knowledge and experiences of stroke education. To identify how student nurses can develop their understanding of stroke and its application to clinical nursing practice. Background: Stroke is an international health issue and a major cause of morbidity and mortality in many countries throughout the world. Nurses have a significant role to play in reducing death and disability in people who have suffered a stroke and it has been suggested that some nurses may not be educationally prepared to meet the challenges of this complex condition. Design: This evaluative study was based on a mixed method evaluative design. These quantitative and qualitative approaches involved the implementation of focus groups and questionnaires. Method: The following outcomes were measured during students' final year of their nursing studies: students' profiles and an assessment of students' knowledge of stroke. Results: There was a mixed picture of student nurses' knowledge of stroke; a lack of awareness of some fundamental aspects of stroke including common symptoms, complications, risk factors and the long term treatment. Reassuringly, students expressed decisively the importance for nurses to be equipped with a sound foundation of stroke knowledge for clinical practice. Conclusions: All nursing students should have experience of being in contact with people who have had a stroke — and at present this does not always happen. A national intervention study is now suggested with a view to providing stroke education which is proportionate to its significance as a major health issue. Relevance to Clinical Practice: Nurses draw upon their fundamental clinical skills to care and treat patients who have survived a stroke. Additionally, stroke survivors also require enhanced knowledge and this is recognised in the growth of specialist stroke nurses. Improving stroke mortality and morbidity is the responsibility of all of us involved in nurse education — introducing creative evaluative interventions could hold the most promising way forward. [Copyright &y& Elsevier]

Summary: Background: Researchers have yet to fully explore and adequately measure Professional Identity (PI) in nursing. Objectives: This paper aims to examine the psychometrics of five measures of PI and compare these results in first and third year nursing students. As a consequence of utilising multiple self-assessed survey tools this study also examines common methods bias. Design: The study utilised an on-line survey to gather responses from nursing students. Methods: The pilot study examined the validity and reliability of the five measures while investigating the potential for common methods bias. Results: All five measures tested demonstrated poorer psychometric properties or model fits for this sample than those reported by their original authors. One measure demonstrated a small mean score increase from first to third year, while all others revealed a fall from first to third year, although these were not significant. Harman's tests performed on all scales were negative for common methods bias. Conclusions: A psychometrically strong measure of PI was not determined however, this may relate to the sample size in this pilot study. The fall of PI from first to third year and the factors that influence such change may have implications for the recruitment and retention of nurses. [Copyright &y& Elsevier]

Summary: The role of the clinical teacher is poorly understood, particularly the role they play in supporting the professional socialisation of student nurses. In part this lack of understanding is due to the inadequacy of existing tools to measure the phenomenon. This paper reports on the development and trial of a tool that attempts to illuminate the effects this role has on the development of the newest members of the profession. Selected results of the trial with Australian undergraduate Bachelor of Nursing students and their Clinical Teachers demonstrate that Clinical Teachers are important adjunct socialising agents particularly for mature students and students who enter the profession for altruistic reasons. Further, female Clinical Teachers indicate that they are more involved in certain aspects of student professionalisation than their male counterparts. The development of the tool followed interviews with Clinical Teachers and graduates from 2 universities. The tool trial then used a multi-site cohort study design, with N=196 students (from 3 universities) and N=58 Clinical Teachers (from 2 universities). [Copyright &y& Elsevier]

Summary: This paper reports on the analysis of data from undergraduate nursing students who participated in the Primary Health Care Intensive Programme (PHCIP) in far west New South Wales between 2006 and 2008. This analysis looks specifically at pre/post confidence levels of participants in relation to their grasp of underlying principles associated with primary health care practice and Indigenous health care delivery. Bachelor of nursing curricula remains heavily weighted towards acute care in large metropolitan facilities however; universities actively seek clinical fieldwork experiences in rural/remote and Indigenous communities for their students. The PHCIP was developed and delivered through the Broken Hill University Department of Rural Health, University of Sydney, and sought to address the disparity in student preparedness for practice in these settings through the provision of a structured and educational rural and remote clinical placement experience. Pre/post questionnaires, focus groups and three month post-placement phone interviews provided data on levels of participant confidence in the areas of primary health care delivery and culturally knowledgeable practice. This study indicates that structured preparation for practice, underpinned by authentic learning experiences and aligned with comprehensive education programmes can have a positive impact in the areas of skills, knowledge and attitudes and enhance the confidence of undergraduate nurses undertaking clinical placements in these settings. These findings are relevant to contemporary nursing education and evolving models of health care delivery for rural and remote communities. [Copyright &y& Elsevier]

Summary: This paper reports aspects of the findings from the qualitative component of a mixed methods research study that investigated the role of the Clinical Teacher in student nurse professional socialisation. Graduates and Clinical Teachers were interviewed to identify the domains where the support of a Clinical Teacher was crucial in the students'' development of a professional identity. Emergent themes were clustered into seven (7) domains as follows: Professional role concept; Acculturation; Acquisition of Knowledge; Acquisition of Skill; Acquisition of Professional Values; Assimilation into the Organisation; and a seventh domain encompassing the role model attributes of Clinical Teachers. The domains are presented alongside exemplars from the interviews, in order to illustrate the importance of the support of a Clinical Teacher. [Copyright &y& Elsevier]

Summary: There are a variety of arrangements to support pre-registration nursing students whilst they engage with the theoretical and practical elements of their course; these includes academic supervisor and a personal tutor. The personal tutor system is recognized as an effective method of ensuring that each student has access to a wide range of support services and that the individual''s academic progress and personal development are monitored by a skilled member of academic staff (). However, there is a dearth of studies relating to the role of the personal tutor in nurse education from the students'' perspective. This study set out to explore the pre-registration students nurse''s experience of personal tutoring at one School of Nursing and Midwifery in a Higher Education Institution (HEI) in the UK. Focus groups and a semi-structured questionnaire were used to collect data from pre-registration nursing participants. Data analysed revealed both positive and negative experiences; most rated their advice and support good with many positive aspects to their personal tutoring expressed however many felt the need for more contact time, more support academically and whilst on clinical placements, and more structured support with their personal development planning. This paper also describes how the study was conducted, the importance that students place on the role, and the need for further research and areas for improvement. [Copyright &y& Elsevier]

Summary: Partnerships between university schools of nursing and health services lead to successful learning experiences for students and staff. A purposive sample of academics and students from a university school of nursing and clinicians from three health institutions involved in clinical learning (n =73) actively participated in a learning circles intervention conducted over 5months in south east Queensland. Learning circle discussions resulted in enhanced communication and shared understanding regarding: (1) staff attitudes towards students, expectations and student assessment; (2) strategies enhancing preparation of students, mechanisms for greater support of and recognition of clinicians; (3) challenges faced by staff in the complex processes of leadership in clinical nursing education; (4) construction of learning, ideas for improving communication, networking and sharing; and (5) questioning routine practices that may not enhance student learning. Pre–post surveys of hospital staff (n =310) revealed significant differences across three sub-scales of ‘accomplishment’ (t =−3.98, p <.001), ‘recognition’ (t =−2.22, p <.027) and ‘influence’ (t =−11.82, p <.001) but not ‘affiliation’. Learning circles can positively enhance organisational learning culture. The intervention enabled participants to recognise mutual goals. Further investigation around staff perception of their influence on their workplace is required. [Copyright &y& Elsevier]

Summary: Unauthorised student nurse absenteeism in higher education troubles many university lecturers. Anecdotally, absenteeism is occasionally raised as an issue by attending students who resent others “getting away” with non-attendance and some policy documents appear to suggest that attendance should be mandated. This paper argues against enforced attendance in higher education and challenges those who would mandate attendance to explain and justify their position. Drawing on a range of nursing and non-nursing material we here discuss some of the literature on attendance, absenteeism, effort or time spent in study and grade attainment. Informed by this admittedly partial review we maintain that the evidence linking grade attainment with attendance and study effort is less conclusive than intuition might initially suggest. We note that enforcing attendance apparently runs counter to important pedagogic (humanistic and androgogic) principles. We propose that responses to absenteeism cannot be separated from questions of ‘harm’ and we suggest that lecturers should refrain from associating non-attendance with unprofessional behaviour and poor professionalization. [Copyright &y& Elsevier]

Summary: Objective: Few studies have investigated the spiritual health of nursing students. The purpose of this study was to examine spiritual health in a group of senior nursing students in Taiwan, and to explore the factors that influenced the spiritual health of the group. Method: This was a cross-sectional study. A total of 1276 senior nursing students were selected using a probability-proportional-to-size (PPS) procedure, and were asked to complete a self-administrated questionnaire that included a spiritual health scale (SHS) and a demographic profile. Results: All study participants were female with an average age of 20.1years, and most reported a religious affiliation and participation in religious activities. Their spiritual health was moderate; and generally the study metric “connection to others” was the highest factor, and the metric “religion attachment” was the lowest. Certain demographic characteristics, including age, education level, aboriginal characteristic, level of religious devotion, and family atmosphere were predictors of spiritual health. Conclusion: Nursing educators should be aware of the impact of spiritual health on nursing students, and should consider developing spiritual and religious education programs to enhance students’ spiritual health and to nurture their ability to supply spiritual nursing care for patients. [Copyright &y& Elsevier]

Summary: Care has always been a key element of nursing. This paper presents findings from research on the following issue: What opportunities and limitations do nursing students encounter when learning nursing care? The study has a qualitative design with field methodology and the study of documents. Six nursing students have been closely monitored during their clinical studies in hospitals, nursing homes and home-based nursing. The study shows that nursing students are likely to possess the potential to provide care for sick and unknown people. The motivation for their commitment to patients may contain an egoistical orientation and runs contrary to former ideals of the nurse’s self-sacrificing altruism. Moreover the study shows that there is a potential in the clinical field and in the university college to reflective considerations on experience of care. While clinical practice often has focus on practical problem-solving and procedures, the college tends to focus on abstract theory. Both of these promote the privatisation and neglect of the students’ experience of care. The paper concludes with a call for teaching and learning strategies targeting the use of nursing students’ personal experience of care. [Copyright &y& Elsevier]

Summary: This research was performed to investigate the effects of video-based self-assessment on the ability of nursing students to accurately measure vital signs, their communication skills, and their satisfaction. This research was conducted between March 2007 and June 2007 as a quasi-experimental control-group, pretest–posttest design. The study population was composed of 40 second-year student nurses who enrolled in a fundamentals of nursing course of a college of nursing, Ajou University in Korea. Results of the research indicate that there was a statistically significant difference in exam scores for assessing long-term memory video-review group demonstrating higher scores. Student satisfaction was also significantly higher in the video-review group than in the control group. These results may suggest video-based self-assessment is a beneficial and effective instructional method of training undergraduate nursing students to develop awareness of their strengths and weaknesses, and to improve their clinical and communication skills. [Copyright &y& Elsevier]

Summary: Background: Unless conflicts between the students and the instructors can be successfully managed, they will certainly result in negative outcomes for the students. The conflict management styles of the students should be recognized in detail in order to attain positive outcomes in regard to the conflict management styles. Aim: The purpose of this study was to examine the conflict management styles used by nursing students in conflict with faculty members and the differences in use of style from the aspect of some variables. Methods: This study was conducted with 151 students in a public university nursing school. Data were collected using a personal information form and the Rahim Organizational Conflict Inventory II (ROCI II). The data were analyzed using descriptive statistics, ANOVA, Tukey test, Kruskal Wallis test, Mann–Whitney U test and Cronbach alpha coefficient analyses. Findings: The students were found to use integrating (X =3.82) and obliging (X =3.81) styles the most, and dominating style (X =3.02) the least. In addition there were differences determined in management style between classes, frequency of experiencing conflict, and feeling of success in the conflict (p <0.05). It was determined that the integrating and obliging styles were used more by those who evaluated themselves as successful in conflict management, but the avoiding and compromising styles were used more by students who evaluated themselves as unsuccessful. Conclusions: It was determined that the students preferred to use styles that produced positive results in conflict resolution and that the frequency of experiencing conflict and the feeling of success in conflict had an effect on choice of style. It will be helpful to analyze the relationship between the causes of conflict between the student and the instructor in the practice field and the uses of conflict management styles. [Copyright &y& Elsevier]

To discover what is known about how nursing students acquire delegation skills. A systematic search was conducted utilising databases: CINAHL, AMED, MedLine, PsycINFO, Web of Science, PsychArticles, PubMed Central and Science Direct. The objectives were to: conduct a systematic literature review of the available literature on how nursing students acquire delegation skills; to identify factors that promote synthesis of delegation skills into clinical practice and understand how students learn these skills; and to identify any gaps in the literature. Fifteen papers, which use a range of methodologies, were included in the review. The author identified that acquiring delegation skills is an ongoing process and cannot be fully learnt during a single intervention. Furthermore that there are multiple factors that may promote the acquisition of this skill. These include simulation, clinical practice and theoretical curriculum. Delegation links to other skills such as critical thinking, decision making, prioritisation and communication. Delegation should not be considered in isolation to these underpinning skills. Furthermore, it is evident that delegation is an often-misunderstood concept and something that newly qualified nurses feel unprepared for. It is therefore vital that preregistration nursing education (as well as other pre- and post-qualification training) incorporate the development of this essential skill. • Delegation should not be considered in isolation to these underpinning skills. • Delegation is an often-misunderstood skill. • Registrants feel unprepared for delegation. • It is vital that preregistration nursing incorporate the development of delegation. [ABSTRACT FROM AUTHOR]

Summary: This study was conducted for the purpose of testing the validity and reliability of the Turkish version of the Clinical Stress Questionnaire, which was developed to examine the stress that nursing students experience in their first clinical experiences that are threatening or challenging. The study sample was comprised of 80 first-year nursing students who had their first clinical practice experience. Internal consistency of the total questionnaire was Cronbach’s α =0.70 and the factor analysis supported the original construct. Based on these results the Turkish version of the Clinical Stress Questionnaire can be used as a valid and reliable instrument. [Copyright &y& Elsevier]