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Purpose: This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics. Methods: A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involved undergraduate nursing students participating in peer tutoring programs focused on pediatric nursing education. We analyzed quantitative outcomes related to learning effects and learner responses. The quality of the studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials and the risk of bias assessment tool for non-randomized studies. Results: Five studies were reviewed, encompassing randomized controlled trials, a non-randomized controlled trial, a cohort study, and a before-after study. These interventions were conducted in school settings or pediatric clinical environments and featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content covered nursing care for major neonatal diseases, communication skills, medication administration, and resuscitation techniques. Significant improvements in cognitive knowledge and communication skills were observed among nursing students. However, there was noticeable variability in the design and reporting of the studies. Conclusion: Peer tutoring programs can effectively enhance pediatric nursing education by improving nursing students' knowledge and skills. For future meta-analyses, more studies in this field reported according to reporting guidelines are needed. [ABSTRACT FROM AUTHOR]

Purpose: Hybrid simulation has emerged to increase the practicality of simulation training by combining simulators and standardized patient (SP) that implement realistic clinical environments at a high level. This study aimed to develop a hybrid simulation program focused on case of pediatric cardiac catheterization and to evaluate its effectiveness. Methods: The hybrid simulation program was developed according to the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model. And deep learning-based analysis program was used to analyze non-verbal communication with SP and applied it for debriefing sessions. To verify the effect of the program, a quasi-experimental study using a random assignment design was conducted. In total, 48 nursing students (n=24 in the experimental group; n=24 in the control group) participated in the study. Results: Knowledge (F=3.53, p=.038), confidence in clinical performance (F=9.73, p<.001), and communication self-efficacy (F=5.20, p=.007) showed a significant difference in both groups and interaction between time points, and the communication ability of the experimental group increased significantly (t=3.32, p=.003). Conclusion: Hybrid simulation program developed in this study has been proven effective, it can be implemented in child nursing education. Future research should focus on developing and incorporating various hybrid simulation programs using SP into the nursing curriculum and evaluating their effectiveness. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To identify nursing students’ attitudes toward older people. METHOD: Second-year undergraduate nursing students were invited to complete a questionnaire at the beginning of the geriatric nursing curricular unit. A quantitative study was conducted by administering the validated Portuguese version of Kogan’s attitudes toward old people scale (KOAP). RESULTS: The sample included 39 students who answered the data collection instrument. The mean KOAP score was 135.56, which was slightly above the median value (119). No statistically significant relationships were found between any of the variables: gender, age, experience with older people, and living with older people. CONCLUSIONS: The nursing students’ mean score for attitude toward older people was slightly positive, which could serve as a starting point for the development of an intervention to modify their attitudes with respect to aging.

Purpose This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics. Methods A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involved undergraduate nursing students participating in peer tutoring programs focused on pediatric nursing education. We analyzed quantitative outcomes related to learning effects and learner responses. The quality of the studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials and the risk of bias assessment tool for non-randomized studies. Results Five studies were reviewed, encompassing randomized controlled trials, a non-randomized controlled trial, a cohort study, and a before-after study. These interventions were conducted in school settings or pediatric clinical environments and featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content covered nursing care for major neonatal diseases, communication skills, medication administration, and resuscitation techniques. Significant improvements in cognitive knowledge and communication skills were observed among nursing students. However, there was noticeable variability in the design and reporting of the studies. Conclusion Peer tutoring programs can effectively enhance pediatric nursing education by improving nursing students’ knowledge and skills. For future meta-analyses, more studies in this field reported according to reporting guidelines are needed.

Purpose Hybrid simulation has emerged to increase the practicality of simulation training by combining simulators and standardized patient (SP) that implement realistic clinical environments at a high level. This study aimed to develop a hybrid simulation program focused on case of pediatric cardiac catheterization and to evaluate its effectiveness. Methods The hybrid simulation program was developed according to the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model. And deep learning-based analysis program was used to analyze non-verbal communication with SP and applied it for debriefing sessions. To verify the effect of the program, a quasi-experimental study using a random assignment design was conducted. In total, 48 nursing students (n=24 in the experimental group; n=24 in the control group) participated in the study. Results Knowledge (F=3.53, p=.038), confidence in clinical performance (F=9.73, p

Aim Design Methods Results Conclusions Impact Reporting Method Patient or Public Contribution to the Development of this Study To explore nursing students' lived experience of a clinical placement within healthcare in a prison, to gain an insight into the support provided prior to and during this unique clinical placement.An inductive phenomenological study.Participants included 14 nursing students from three undergraduate nursing programmes in England, Adult (n = 4), Learning Disability (n = 3) and Mental Health (n = 7). Following a clinical placement in a prison, each participant completed a semistructured audio‐recorded interview on MS Teams between October and December 2021. Audio recordings were transcribed verbatim and thematic analysis was completed.Two overarching themes were identified, ‘shock’ due to the (a) reality of prison; (b) overwhelming emotional impact and (c) frequency and severity of self‐harm and ‘surprise’ due to (a) the need to work with prison officers; (b) recognizing and addressing preconceptions of people in prison and (c) the development of clinical knowledge, skills and becoming a nurse.The need remains for a comprehensive strategy of preparation and orientation for nursing students before commencing a clinical placement in prison, which includes the development of knowledge and clinical skills to support the complex health and social care needs of people in prison.Our research identified the support provided to nursing students prior to clinical placement in prison varies considerably. The development of a preparation and orientation programme has the potential to reduce pre‐placement anxiety, emotional burden and support nursing students in addressing their preconceptions of people in prison. This approach is essential to support future nursing students to embrace the unique opportunity of a clinical placement within a prison, enhance their clinical knowledge and skills, and develop as a nurse.Our paper adheres to the consolidated criteria for reporting qualitative research (COREQ).None. [ABSTRACT FROM AUTHOR]

OBJECTIVES: To investigate the prevalence of anxiety and depression among undergraduate nursing students during the COVID-19 pandemic and identify associated factors. METHODS: This study employed a concurrent mixed methodology, comprising a quantitative analytical cross-sectional web-based survey and a qualitative descriptive exploratory study using focus group discussions. The study was conducted at two university-based schools of nursing, one public and one private, in Karachi, Pakistan, from May to September 2021, during the third wave of the COVID-19 pandemic. Two questionnaires were employed: the Aga Khan University Anxiety and Depression Scale and COVID-19 related stressors. RESULTS: Among the study participants (n=300) 74%, were female. The 76.3% individuals’ age between 20 to 29 years and 97.3% were single. The study reported 51% prevalence of anxiety and depression in COVID-19 were associated with females (OR=2.56, 95%CI:1.34-4.88), hostel residents (OR=1.9, 95%CI:1.02-3.52), final year students (OR=1.36, 95% CI:1.002-1.870), e-learning (OR=1.74, 95%CI: 1.28-2.37), and those who had COVID-19 academic apprehensions and transition as future nurses (OR=1.13, 95%CI: 1.0-1.29). The qualitative analysis highlighted the theme, the realities of students' academic life amid COVID-19. This theme was emerged from three categories, lack of preparedness, range of emotions and humble submissions. CONCLUSION: This study revealed a high prevalence (51%) of anxiety and depression among nursing students during the COVID-19 pandemic, particularly among females, hostel residents, and final-year students. Qualitative analysis highlighted challenges in academic adaptation amid COVID-19, revealing themes of lack of preparedness, a range of emotions, and humble submissions, stressing the need for targeted interventions and support systems.

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Objective: to analyze the psychometric properties of the Incivility in Nursing Education - Revised Survey - Brazilian version with undergraduate nursing students. Method: methodological study conducted in a nursing school in São Paulo state. It is the analysis of the psychometric properties (reliability and construct validity) of the items in the INE-R survey - Brazilian version. Construct validity was performed by Confirmatory Factor Analysis, and reliability by test-retest in order to verify the instrument’s stability, as calculated by the Intraclass Correlation Coefficient and the Internal Consistency of the items according to Cronbach’s alpha, ordinal alpha and McDonalds’s omega coefficients. Results: Confirmatory Factor Analysis fitted the proposed model with two factors (low and high incivility), with a suggestion to exclude one of student items. Most of the fitting values for the student items and all of the faculty-member items complied with the references established in the literature; the values for Internal Consistency Coefficients were greater than 0.80, and Intraclasss Correlation Coefficients were greater than 0.75. Conclusion: the Brazilian version of the Incivility in Nursing Education - Revised Survey is validated for the studied context, as it has shown satisfactory reliability and validity by means of factor analysis, which has confirmed the original two-factor model, with 23 items addressing student behaviors and 24 items applied to faculty behaviors.

Background: The recent public health crisis of the COVID-19 pandemic has influenced the professional identity of nurses as well as nursing students globally. Gender and its intersections are critical moderators of professional identities.Objectives: The study aimed to elaborate on the reflections of male nursing students in India, about nursing and gendering in nursing, in the context of the COVID-19 pandemic.Methods: A qualitative phenomenological exploration was conducted using semi-structured interviews during the March 2021 among seven male nursing students who were purposively selected from a nursing college, Bangalore, South India. Thematic manual analysis as described by Braune and Clarke were used to transcribe the interviews and derive themes and subthemes.Results: The major themes that emerged were; enhanced visibility and professional identity, resisting gender norms in nursing, and reaffirming the decision of choosing nursing.Conclusion: Based on the interviews, we conclude that the COVID-19 pandemic has catalyzed negotiations in the perceived gender positions of male nursing students. We contribute to the existing literature by illuminating how critical situations like the COVID-19 pandemic are contributing to resisting gender norms in professional nursing.

Abstract Aim To explore nursing students’ academic emotions during ongoing learning activities focusing on perceived challenge and competence. Background Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students’ ongoing emotions in the occurring contexts. Design A longitudinal descriptive study. Methods By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified. Results Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students’ positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge. Conclusion Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students’ clinical development.

Aim: To explore nursing students' academic emotions during ongoing learning activities focusing on perceived challenge and competence. Background: Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students' ongoing emotions in the occurring contexts. Design: A longitudinal descriptive study. Methods: By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified. Results: Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students' positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge. Conclusion: Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students' clinical development. [ABSTRACT FROM AUTHOR]

Objective: To investigate the views and attitudes of nursing students, as patients or relatives, on healthcare professionals' hand hygiene behavior and patient participation hand hygiene campaign. Methods: This prospective cross-sectional study was conducted in the nursing departments of the health and science faculties at two Turkish universities between 2021-2022. The study sample comprised 330 students. Data were collected using a self-administered questionnaire. The response rate of the questionnaire was 89.43%. Chi-square test was used in data analysis. Results: The mean age of students was 19.80±1.30 years, 76.1% were female, 50.9% stated they had received education regarding healthcare-associated infections (HAI). While 30.1% of students reported they performed hand hygiene "9-11 times" in their daily lives, 54.6% reported performing "12-15 times" in the hospital, and 96.4% of students expressed wondering if healthcare professionals performed hand hygiene before offering care during hospitalizations. Among students, 30.5% stated that reminders from patients and their relatives about performing hand hygiene before contact with patients would make them happy. There was a statistically significant difference between students' previous training in HAIs and hand hygiene as an important inpatient care (p<0.05). Conclusion: Nursing students had sufficient knowledge of hand hygiene and a positive attitude towards hand hygiene behaviors of healthcare professionals. Nursing students, such as patients and their relatives, can be included in hand hygiene campaigns for healthcare professionals, provided that the program steps are well planned. [ABSTRACT FROM AUTHOR]

Objective: To identify the perception of Nursing students about the understanding, causes, and prevention actions of obstetric violence. Method: A descriptive, exploratory, and qualitative study carried out at a private university center in Paraná. The data was collected from June to July 2022, using a semi-structured questionnaire for 10 Nursing students and submitted to thematic content analysis. Results: The following category emerged: knowledge of Nursing students about obstetric violence, made up of two subcategories: obstetric violence: concept, types, and understanding of the causes in the perception of Nursing students; and empowerment of women, active listening and training of health professionals to prevent practices that constitute obstetric violence. According to the interviewees, obstetric violence is characterized by abuse and mistreatment by health professionals, in its physical, verbal, moral, psychological, and sexual forms. Professional and structural issues were identified as the main causes, while professional training and women's empowerment were identified as factors for preventing the problem. Final considerations: The students understood the practices characterized as obstetric violence, were familiar with their main causes, and pointed to professional training and the need to provide women with preventive actions against this type of violence in obstetric services.

Objective: to develop and validate a mobile application for teaching undergraduates about the first nursing visit to a newborn in primary care. Method: methodological study with an Instructional Design framework; content drawn up from scientific documents on caring for newborns and their families, supported by the results of an integrative review on the subject. The Integrated Development Environment Android Studio 4.0.1 tool and the IntelliJ IDEA platform were used to build the digital technology. Experts validated content and students evaluated navigability. Results: the final version of the mobile application contains 67 screens grouped into 12 sections with random access. The device is presented on the introductory screen; this is followed by content on the physical examination, neonatal screening, nutrition, oral health, the vaccination calendar, growth, development, danger signs, and accident prevention; at the end, there is a fact sheet and references. Audiovisual resources (texts, images, and videos) complement the application; experts presented a Content Validity Index (CVI) = 1.00; for nursing students all the items had a CVI = 1.00; only the item “layout and presentation” had a CVI = 0.95. Conclusion: the digital technology received a satisfactory evaluation from experts and students. It is innovative in child health care, with the potential to be used in the teaching-learning process of nursing students.

Purpose This study aimed to derive a conceptual definition and attributes for nursing students' rights in clinical practice in South Korea. Methods This concept-analysis study was conducted at a nursing school in South Korea. The participants were recruited using purposive sampling. The inclusion criteria were being a fourth-year nursing student and having two or more semesters of practical experience. The hybrid model used in this study had three stages. First, 12 studies were reviewed during the theoretical stage. Second, 10 in-depth interviews were conducted during the fieldwork stage. Third, in the analytical stage, the concept of nursing students' rights related to clinical practice was defined and the attributes were derived. Results The analysis established five attributes of nursing students' rights: the right to learn, the right to be protected from infections and accidents, the right to be cared for and supported, the right to be respected, and the right to be recognized as a member of a nursing team. A key theme that emerged from this study was having the right to learn in a safe and supportive environment. Conclusion It is necessary to develop a measurement tool based on the above five attributes and to verify its effectiveness.

Summary: Purpose: Nursing is traditionally considered a female profession, and male nursing students face gender stereotype barriers. Most studies of male nursing students in Japan focus on their learning experiences in maternal nursing, and little is known about the experiences of male nursing students in their usual learning environment. Therefore, the purpose of this study is to explore the barriers and coping strategies of Japanese male nursing students in nursing education, including classroom and practical training. Methods: A qualitative descriptive design was used to study 20 male nursing students from eight Japanese universities. Purposive sampling using the snowball method was used to recruit participants. Semistructured interviews were used to gather data about the participants’ thoughts and experiences in nursing education. All interview data were analyzed using thematic analysis. Results: Four themes emerged from the data: (1) nursing choices of own volition; (2) loneliness due to the female-dominated environment and marginalization; (3) dealing with barriers and seeking support; and (4) positive experiences in nursing education. Male nursing students face barriers such as loneliness and feelings of alienation. Family support, mutual support among male nursing students, and the presence of role models were factors that addressed these barriers and positively influenced career choice. Conclusions: This research suggests that nursing educators need to understand the barriers faced by male nursing students and provide a gender-neutral learning environment for all students.

Abstract Background Nurses self-efficacy, confidence and their competency for evidence-based practice have a relevant impact in the quality of care provided to patients. However, the implementation of evidence-based practice continues to be limited to date and the relationship between these elements has not been thoroughly understood. Thus, the aim of this study was to analyze the impact on confidence levels of a teaching strategy to promote evidence incorporation into clinical decisions made by student nurses in hypothetical scenarios. Besides, students’ satisfaction with the new teaching strategy was assessed. Methods The teaching strategy was asynchronous, on-line and based on multiple-choice questionnaires related to decision making on an intensive care unit patient. Confidence levels were assessed by introducing the scoring tool confidence-based marking. Changes between pre- and post-tests in correct answers, confidence levels and expected-observed ranges of accuracy at each level of certainty were analyzed through non-parametric McNemar’s sign tests for paired-samples differences. To assess students’ satisfaction with the teaching strategy, a mixed-methods approach was followed. Descriptive statistical methods and Qualitative Content Analysis were followed respectively in order to analyze students’ satisfaction. Results A total of 165 students completed the assignment, 101 answered the satisfaction survey and 7 participated in the interviews. Statistically significant better scoring and higher confidence levels were found in the post-intervention. Statistically significant differences in expected-observed ranges of accuracy were found for the three levels of certainty. Students were highly satisfied with the proposed task. In the qualitative analysis one category was elaborated which illustrated the students’ perceived added value of this new assignment. Conclusions On-line teaching strategies based on clinical scenarios that focus on evidence-based decision-making have the potential to increase the confidence of nursing students. Additionally, interventions designed by teams incorporating clinical nurses, university librarians and academic nurses have the potential to bridge the evidence-practice gap in nursing education.

ABSTRACT Objectives: to outline the teaching of ethics in undergraduate Nursing programs in Brazilian public higher education institutions. Methods: descriptive and exploratory study, carried out through the documentary analysis of pedagogical projects of undergraduate Nursing programs in Brazil. Results: 153 active undergraduate Nursing programs were found, of which 106 provide the pedagogical project. In addition to deontological teaching, the teaching of ethics was identified in a transversal way associated with themes such as Social Context, Hospital and Community Care, Pharmacology, Systematization of Nursing Care, Surgical Nursing, Epidemiology, Palliative Care, Management in Nursing, Diversity, Women’s, Children’s, Adolescent’s, Adult’s and Older People’s Health, and Mental Health. Final Considerations: the challenge in teaching nursing ethics is its integration with each action of caring, teaching and managing.

Burnout and engagement in health students surpass work life. Although levels of burnout in Nursing students are high, academic engagement is an understudied topic in Nursing, which has shown benefits. The aims were to know the level of engagement of Nursing students and to identify factors that prompt higher levels of engagement. An exploratory study was conducted during 2019 in three Universities in Spain. The UWES-S-17 questionnaire was used. The sample consisted of 808 Nursing students. An average level of engagement was found. Engagement differed significantly by gender and age, with females and older students showing greater attitudes. Participants in the second year showed lower scores in the willingness to dedicate effort and persistence than those in the first and third year (p < 0.05). The identification of the level of engagement and factors involved are an opportunity to probe into this approach by reinforcing positive attitudes in Nursing students. These findings show the need to seek strategies through specific educational interventions and policies. Engagement should be upheld throughout the degree and once they enter the job market to ensure the well-being during academic and future work life, a high-quality nursing care and patient safety. • The identification of engagement and factors involved are essential to understand this phenomenon in higher education. • There is a need to seek strategies that enhance Nursing students' engagement through specific policies and interventions. • Engagement should be upheld throughout the degree and once they enter the job market to ensure well-being. [ABSTRACT FROM AUTHOR]

Purpose We developed a virtual reality (VR) program for use in pediatric nursing practicums to help nursing students learn to measure vital signs in children. Methods The analysis, design, development, implementation, and evaluation model was employed between July 2021 and December 2021 at a university in South Korea. In the analysis phase, in-depth interviews were conducted with four nursing students, two nursing school graduates, and four experts. The topic and contents of the VR program were settled in the design phase. The VR program was developed and subsequently used and evaluated by 20 nursing students and four experts. Results The contents of the VR program for pediatric nursing practicums included the measurement of vital signs in a newborn baby and a young child, as well as an evaluation system. The mean score for the nursing students' satisfaction with practice was 4.02 out of 5 points. The mean scores for overall satisfaction with the VR program were 4.15 and 4.79 out of 5 points for nursing students and experts, respectively. Conclusion The VR program developed in this study allows nursing students to practice measuring vital signs in children, thus improving the students' clinical performance in pediatric nursing.

Background: 'Learning by doing' is a learning model based on performing actions and gaining experience. The 'nursing process' is a systematic, rational method for providing nursing care. During their university education, nursing students need to acquire the ability to promote healthy lifestyles. Objective: To determine the effectiveness of a learning strategy based on learning by doing and grounded in the use of the nursing process, on the lifestyle of nursing students. Methods: This quasi-experimental intervention (before-after), performed over 2011–2022, involved 2300 nursing students at a university nursing school in Spain. The risk factors for chronic diseases—being a smoker, being overweight, or having high blood pressure—to which each student was exposed were recorded. Those positive for at least one risk factor selected companion students as 'support nursing students' who became responsible for designing an individualised care plan to reduce the risk(s) faced. To ensure the correct use of the nursing process, teachers approved and monitored the implementation of the care plans. Whether risk-reduction objectives were met was determined three months later. Results: The students with risk factors largely improved their lifestyles (targets for reducing smoking/body weight were met) with the help of their supporting peers. Conclusions: The learning by doing method demonstrated its effectiveness, improving the lifestyle of at-risk students via the use of the nursing process. [ABSTRACT FROM AUTHOR]

Background: Nurses self-efficacy, confidence and their competency for evidence-based practice have a relevant impact in the quality of care provided to patients. However, the implementation of evidence-based practice continues to be limited to date and the relationship between these elements has not been thoroughly understood. Thus, the aim of this study was to analyze the impact on confidence levels of a teaching strategy to promote evidence incorporation into clinical decisions made by student nurses in hypothetical scenarios. Besides, students' satisfaction with the new teaching strategy was assessed. Methods: The teaching strategy was asynchronous, on-line and based on multiple-choice questionnaires related to decision making on an intensive care unit patient. Confidence levels were assessed by introducing the scoring tool confidence-based marking. Changes between pre- and post-tests in correct answers, confidence levels and expected-observed ranges of accuracy at each level of certainty were analyzed through non-parametric McNemar's sign tests for paired-samples differences. To assess students' satisfaction with the teaching strategy, a mixed-methods approach was followed. Descriptive statistical methods and Qualitative Content Analysis were followed respectively in order to analyze students' satisfaction. Results: A total of 165 students completed the assignment, 101 answered the satisfaction survey and 7 participated in the interviews. Statistically significant better scoring and higher confidence levels were found in the post-intervention. Statistically significant differences in expected-observed ranges of accuracy were found for the three levels of certainty. Students were highly satisfied with the proposed task. In the qualitative analysis one category was elaborated which illustrated the students' perceived added value of this new assignment. Conclusions: On-line teaching strategies based on clinical scenarios that focus on evidence-based decision-making have the potential to increase the confidence of nursing students. Additionally, interventions designed by teams incorporating clinical nurses, university librarians and academic nurses have the potential to bridge the evidence-practice gap in nursing education. [ABSTRACT FROM AUTHOR]

Abstract Background Interprofessional education opportunities are commonly university-based and require further development during clinical practice. Many clinical contexts offer the potential for meaningful learning of both collaborative and discipline-specific practice. The emergency department (ED) demands efficient teamwork, so presents a logical location for interprofessional learning. Methods An interprofessional clinical placement program was implemented with the aim to enhance students’ capacity and self-efficacy for collaborative practice. Fifty-five medical and nursing students participated as interdisciplinary pairs in a two-week clinical placement in the ED. Students’ perceptions of the learning environment were measured pre- and post-placement with the Self-efficacy for Interprofessional Experiential Learning Scale and the Interprofessional Clinical Placement Learning Inventory was completed post-placement. Non-parametric tests were used to establish change differences. Results The Placement Learning Inventory revealed positive outcomes; the majority (16/19) agreed/agreed strongly that the placement provided sufficient learning opportunities, was interesting, and made them feel as if they belonged and most (14/19) reported they achieved the discipline specific learning objectives set by the university. Self-efficacy improved significantly (p = 0.017), showing promise for future use of the placement model Challenges were identified in the organisation and supervision of students. In the absence of additional dedicated student supervision, this model of interprofessional student pairs in the ED was challenging. Conclusions Interprofessional clinical placements in ED are an effective clinical learning approach for final year undergraduate medicine and nursing students. Recommendations for improvements for students’ clinical supervision are proposed for the placement model.

Purpose This study aimed to explore nursing students' experiences of neonatal nursing simulations using peer tutoring. Methods In this qualitative content analysis study, data were collected using a narrative survey and focus group interviews with 27 third-year nursing students and six fourth-year nursing students from April to May 2022. Content analysis of the collected data was conducted. Results Four categories—"stabilizing emotionally through each other", "advancing together", "difficulties in relationships", and "hoping to continue"—and nine sub-categories were extracted. The sub-categories "reduced burden" and "gaining confidence" were grouped into the first category, "stabilizing emotionally through each other". The sub-categories "being motivated to learn," "increased learning ability", and "preparation as a process" were grouped under "advancing together", and "attitudes affecting study environment" and "depending on help" were grouped into the third category of "difficulties in relationships". The fourth category of "hoping to continue" had "wanting to supplement for development" and "wanting to participate in different roles" as sub-categories. Conclusion Based on the results of this study, we expect pediatric nursing practicum education to improve through the active use of neonatal nursing simulation education incorporating peer tutoring.

Purpose Nursing students are susceptible to medication safety incidents in the neonatal intensive care unit (NICU) related to a lack of communication experience. The purpose of the present study was to investigate the impact of a NICU medication safety simulation (NMSS) focusing on communication clarity, patient hand-off confidence, and patient safety competency in senior-year nursing students. Methods The study utilized a nonequivalent control group pretest-posttest design. In total, 60 nursing students were assigned to two groups. The experimental group participated in the NMSS, which included three medication error scenarios. Pairs of students completed the scenarios together in 10 to 20 minutes. Data were analyzed using the chi-squared test, independent t test, and ANCOVA. Results The experimental group showed significant improvements in communication clarity (p=.015), and patient safety competency (p

• Virtual reality simulation could close a gap in cultural competence education. • The content of a new virtual simulation was designed based on theoretical models. • The immersive virtual simulation had high levels of usability and satisfaction. Educational approaches proven to produce cultural competence among nurses, consistently and cost-effectively, are not yet widely available. This study describes the development and feasibility of an immersive virtual reality simulation to improve cross-cultural communication skills. We used a multi-methods approach, recruiting 15 nursing students from a nursing college in South Korea to assess the simulation's feasibility according to sense of presence, usability, simulation design, task difficulty, and satisfaction. This theory-based immersive virtual reality simulation was developed through content and face validity testing by expert panels. We identified high levels of usability, simulation design, and satisfaction, a low level of task difficulty, and a good level of sense of presence. Participants were satisfied with the simulation "feeling real and immersive," "improved cultural competence," "useful for repetitive learning," "appropriate difficulty for learning," and "easy to control." Reports of "insufficient prior information," "insufficient cognitive fidelity," "limited to dialogue selection," and "discomfort for wearers of glasses" indicate needed improvements. Virtual reality simulation could contribute to filling a critical gap in cultural competence in nursing education. [ABSTRACT FROM AUTHOR]

Purpose The present study aimed to develop and examine the effectiveness of a pediatric nursing competency-building program for nursing students. Methods This was a quasi-experimental study with a nonequivalent control group pretest-posttest design conducted between October and December 2021. The participants included 40 nursing students (20 each in the experimental and control groups) at a university in a South Korean city. The pediatric nursing competency-building program integrated problem-based learning and simulation into clinical field practice. The experimental group participated in the program, while the control group did not. Data were analyzed using the x2 test, the independent t-test, and repeated-measures analysis of variance. Results Pediatric nursing competency and clinical performance showed a greater increase in the experimental group than in the control group. However, the change in problem-solving ability in the experimental group was not significantly different from that in the control group. Conclusion The pediatric nursing competency-building program effectively improved students' pediatric nursing competency and clinical performance.

• Clinical simulation is an increasingly vital part of clinical health care education. • Simulation allows for standardization of training experiences with patients. • SPS practice reduces the limitations of clinical practice for undergraduate nursing students. • SPS practice increases nursing students' self-efficacy, communication skills, problem-solving and learning satisfaction. • SPS practice is more effective for nursing education than standard training alone. This systematic review and meta-analysis was designed to investigate the effects of standardized patient simulation on undergraduate nursing students following PRISMA guidelines. We searched seven databases; three reviewers independently performed study selection and data extraction and employed the risk for bias assessment for nonrandomized studies (ROBINS) tool to evaluate the quality of evidence. To estimate effect size, a meta-analysis of the studies was performed using STATA 16.0. We identified 1,276 related published studies; 68 met our inclusion criteria, 14 of which were eligible for final analysis. Our findings indicate that standardized patient simulation can effectively improve undergraduate nursing students' communication skills, communication self-efficacy, self-efficacy, learning self-efficacy, problem-solving ability, and learning satisfaction; no evidence of publication bias was detected. Further studies are required to define detailed and standardized guidelines for supplementary research designs for experimental studies and effective methods of utilizing standardized patients. Expanding the application of evidence-based standardized patient simulation can improve reproduced clinical experiences and overcome limitations in clinical training for undergraduate nursing students. [ABSTRACT FROM AUTHOR]

Copyright of Online Brazilian Journal of Nursing is the property of Fundacao Euclides da Cunha de Apoio Institucional a UFF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Online Brazilian Journal of Nursing is the property of Fundacao Euclides da Cunha de Apoio Institucional a UFF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To investigate the correlation between nursing and medical students' engagement and quality of life at a private college. Methods: This is an observational, analytical, cross-sectional study with a quantitative approach, carried out with 219 undergraduate students, using three self-administered questionnaires: one with sociodemographic data; Study & Well-being Survey, to assess student engagement; and the Medical Outcomes Study 36 – Item Short-Form Health Survey (SF-36), to assess quality of life. Data normality was tested using the Kolmogorov-Smirnov test, and for inferential analysis, within expected standards, Spearman's correlation test between the engagement dimensions and the quality of life domains was used. Results: A total of 171 medical students and 48 nursing students participated, 160 (73.06%) female and 59 (26.94%) male. Engagement had a mean score of 3.57 ± 0.92 and quality of life with an average greater than 50. The correlation between engagement and quality of life was considered moderate between the vigor dimension and the energy/vitality domain (r=0.505), and health mental (r=0.332) and between dedication (r=0.400) and absorption (r=0.313) dimensions with the energy/vitality domain. Conclusion: The correlation was weak between most nursing and medical students' quality of life and engagement domains. [ABSTRACT FROM AUTHOR]

Objective: To analyze emotional intelligence among nursing students during the COVID-19 pandemic and describe emotional attention, clarity and repair scores in managing emotions. Methods: This is a quantitative, observational cross-sectional study, comprising 121 nursing students at the Universidade Federal do Vale do São Francisco. Data collection was performed using a self-administered form containing the Informed Consent Form, a sociodemographic questionnaire and the Trait Meta-Mood Scale-24, validated for use in Portuguese. Data were submitted to statistical treatment using the Statistical Package for the Social Sciences, version 20.0. Results: There were no significant differences between gender, sociodemographic data, and graduation period with Trait Meta-Mood Scale-24 scores. However, fourth and eighth semester students had significantly lower averages on this scale (p=0.015). Conclusion: The need to address emotional intelligence throughout the nursing graduation was evidenced, in addition to reinforcing the psychological support of students, based on services already provided by the university. [ABSTRACT FROM AUTHOR]

Objective: To describe nursing students' knowledge and compliance with standard precautions. Methods: This is a descriptive and quantitative study with 161 nursing students. Data were collected between September and October 2020, through an electronic form and processed in the Statistical Package for the Social Sciences program, through descriptive analyses. Results: The mean scores of knowledge and compliance with standard precautions showed satisfactory levels, i.e., higher than half of the possible score. Students recognized that these measures extend beyond care for patients diagnosed with infection or who are in the incubation period of the infectious process. However, they limit their objective to the health team protection, neglecting patient protection. Hand hygiene, as well as the use of gloves in procedures involving contact with potentially contaminated biological material, was the most adopted measure by students. It was observed that compliance with protective measures is higher in the final periods of graduation. Conclusion: We identified weaknesses in students' knowledge regarding the basic notions that guide and support the adoption of security measures. It is essential to have a nursing curriculum that, throughout the academic cycles, continuously incorporates the prevention and control of infections related to health care in its scope of discussions. This care will be reflected not only in the quality of the care provided, but also in the maintenance of students' health – future workers in the area. [ABSTRACT FROM AUTHOR]

Objective: To carry out cross-cultural adaptation of the Attitudes about Poverty and Poor People scale for Brazilian nursing students. Methods: This is a methodological study of cross-cultural adaptation. The following phases were carried out: translation, synthesis, back-translation, meeting with translators, meeting with experts, content validity, pre-test and cognitive interviews. The scale application sample consisted of ten nursing students from a public higher education institution. A Content Validity Index greater than 0.8 was adopted. Pre-test reliability was verified from Cronbach's alpha and split-half. Results: The scale items, translated into Brazilian Portuguese, underwent an assessment of semantic, idiomatic, experiential and conceptual equivalence. Two items had a Content Validity Index lower than 0.8. They underwent adjustments and underwent a second round of assessment, with a Content Validity Index equal to 1. Pre-test reliability values were 0.839 (Cronbach's alpha) and 0.859 (split-half). Cognitive interviews revealed problems mainly related to interpretation. Conclusion: The scale culturally adapted to Brazilian Portuguese has content validity for the sample tested. It is important to verify other evidence of validity, such as based on the response process, the internal structure, the relationship with other variables and the consequence of testing. [ABSTRACT FROM AUTHOR]

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Interprofessional education opportunities are commonly university-based and require further development during clinical practice. Many clinical contexts offer the potential for meaningful learning of both collaborative and discipline-specific practice. The emergency department (ED) demands efficient teamwork, so presents a logical location for interprofessional learning. Methods: An interprofessional clinical placement program was implemented with the aim to enhance students' capacity and self-efficacy for collaborative practice. Fifty-five medical and nursing students participated as interdisciplinary pairs in a two-week clinical placement in the ED. Students' perceptions of the learning environment were measured pre- and post-placement with the Self-efficacy for Interprofessional Experiential Learning Scale and the Interprofessional Clinical Placement Learning Inventory was completed post-placement. Non-parametric tests were used to establish change differences. Results: The Placement Learning Inventory revealed positive outcomes; the majority (16/19) agreed/agreed strongly that the placement provided sufficient learning opportunities, was interesting, and made them feel as if they belonged and most (14/19) reported they achieved the discipline specific learning objectives set by the university. Self-efficacy improved significantly (p = 0.017), showing promise for future use of the placement model Challenges were identified in the organisation and supervision of students. In the absence of additional dedicated student supervision, this model of interprofessional student pairs in the ED was challenging. Conclusions: Interprofessional clinical placements in ED are an effective clinical learning approach for final year undergraduate medicine and nursing students. Recommendations for improvements for students' clinical supervision are proposed for the placement model. [ABSTRACT FROM AUTHOR]

Media impact on suicide is well‐established. Groups at heightened risk of suicide, such as nurses, may be particularly influenced by poor news reporting. This study aimed to examine UK newspaper reporting of suicide of nurses and student nurses, including during the COVID‐19 pandemic. Print and online newspaper reports about suicide in nurses (including students) published in the UK between January 2018 and August 2021 were obtained and data extracted for analysis in collaboration with Samaritans' media advisory team. Content and quality of newspaper reports were examined using a content analysis approach. The study was compliant with the STROBE checklist. Nurse or student nurse suicides were reported in 134 articles, including 50 individual suicides. Most articles were acceptable against Samaritans' media guidelines. However, common problems included absence of signposting to support organizations and lack of suicide prevention messages. A minority of articles included methods of suicide within article headlines (18, 13.4%) and sensationalist or romanticizing language (14, 10.7%). Most contained occupation‐related content. Many named the individual's specific hospital or university and a substantial proportion included occupation‐related images. Working on the frontline was the most reported link between COVID‐19 and nurse suicide. While reporting on suicide among nurses and students was largely acceptable, quality of reporting was variable. Occupation was often discussed, and most articles published during COVID‐19 linked suicide to the pandemic. The research findings can help shape guidance on reporting of suicide in specific professions and occupations, including nursing, to encourage responsible reporting and reduce inadvertent promotion of suicide. [ABSTRACT FROM AUTHOR]

In the management of individuals with venous leg ulcers, education serves as a pivotal tool for acquiring knowledge, fostering appropriate attitudes, and promoting best practices. Consequently, assessing knowledge, skills, attitudes, confidence, and commitment becomes essential, necessitating the development of suitable evaluation instruments. Pre- and post-test assessments align with Level 2 of Kirkpatrick's model. Moreover, nurse educators should integrate assessment into the teaching-learning sequences. To psychometrically validate an instrument designed to assess undergraduate nursing students' knowledge of the aetiology, prevention, and treatment of venous leg ulcers. A multi-phase study was designed to develop the tool and subsequently validate its psychometric properties. The study was conducted at three sites within the University of the Basque Country and one site within the University of Alicante. A total of 516 students from all four years of the nursing degree program participated. The construct definition and instrument development were previously published. This article presents the psychometric evaluation, which involved classical item analysis, analysis of psychometric properties according to the Rasch model, differential item functioning analysis, construct validity analysis through hypothesis testing in known groups, and reliability analysis via internal consistency. The results validated the Knowledge on Venous Leg Ulcer Questionnaire, reducing it from 72 initial items to 36 definitive items. It was found to be a valid and reliable instrument, capable of detecting statistically significant differences between known groups. Knowledge scores on a 0–100 scale were found to be 33.1 (SD = 19.5) for the first-second year groups, and 48.3 (SD = 17.5) for the third-fourth year groups, demonstrating a progressive and logical increase in knowledge each year. The Knowledge on Venous Leg Ulcer Questionnaire appears to be a valid and reliable instrument for measuring nursing students' knowledge of venous leg ulcers. However, further research in different contexts is required to confirm these results. • The questionnaire it is valid for nursing students. Further research in different contexts is required to confirm our results. • Rasch analysis show very good fit and psychometric properties. • This tool can be used to assess declarative knowledge on venous leg ulcers. [ABSTRACT FROM AUTHOR]

Purpose Practical training in pediatric nursing gives students the opportunity to apply nursing knowledge to children in a realistic clinical context. Clinical practice faculty (CPF) and clinical nursing instructor (CNI) have played important roles in the pediatric nursing practicum. This study was conducted to develop a protocol to guide clinical practicum in pediatric nursing. Methods A service design methodology was employed between August 2020 and May 2021 at four universities and four hospitals in South Korea. The participants were five CPFs, five CNIs, five nursing college graduates, and 60 nursing students. The service design process had four phases: discovery, definition, development, and delivery. Data were collected through self-report questionnaires, in-depth interviews, and observations. The data were analyzed using content analysis and descriptive statistics. Results The participants reported needs for providing concrete guidance and explanation, nursing practice experience, and a link between school and the clinical field. A protocol was developed to fulfill the participants' needs. The protocol comprised detailed information, teaching methodology, and partnership to guide students in the pediatric nursing practicum. Conclusion The protocol developed in this study can be used to provide guidance for students' clinical practice in the field of pediatric nursing.

ABSTRACT Objective: To evaluate a proposal for teaching entrepreneurship in an undergraduate Nursing course that uses active methodologies and activities based on the theory of meaningful learning. Methods: Interventional, prospective study, with a quantitative perspective, with a total of 102 participating students, carried out from July 2017 to December 2019 at a public university in the state of Sao Paulo. Statistical analysis were performed by non-parametric Chi-square or Fisher’s exact tests, with differences considered statistically significant if p < 0.05. Results: Improvements were observed in almost all items evaluated, revealing that meaningful learning became more effective with the use of active teaching methodologies. Most students need adaptation and effort to be put into these methods. Conclusions: The proposal offers pedagogical content adaptation, specifically for nursing students. New research should expand teaching-learning techniques for the development of future nurses, preparing them adequately for the job market.

ABSTRACT Objectives: to assess the psychometric properties of the Latino Students Patient Safety Questionnaire, Brazilian version. Methods: a methodological study, carried out between April 2020 and January 2021, with 218 nursing and medicine students. Structural and discriminant construct validity were assessed by confirmatory factor analysis and cross factor loadings. Reliability was verified by McDonald’s omega, average variance extracted, composite reliability, and item-total correlation. Results: the final model reproduced the original structure of 21 items, distributed in five dimensions, requiring the exclusion of one item. Acceptable fit indexes were obtained (x2/gl=2.325; CFI=0.99; TLI=0.98; RMSEA=0.054). Discriminant validity was confirmed. Reliability indicators were adequate, except McDonald’s omega, in one factor (0.68), and average variance extracted, in two factors (0.41; 0.47). Conclusions: the instrument demonstrated evidence of internal validity and satisfactory reliability among nursing and medical students.

Background: Patient communication skills are considered as one of the quality standards of nursing care. Educational methods play a major role in increasing nursing students' communication skills. Thus, the present study was conducted to evaluate and compare the effects of lecture-based and role-playing educational methods on patient communication skills in nursing students. Methods: The present study was a quasi-experimental study. The statistical population of the study consisted of 42 third-year nursing students of Jahrom Nursing and Paramedical School in 2020. They were selected by using a census method and were randomly assigned to role-playing and lecture-based educational groups. Communication skills educations were held in three two-hour sessions for three weeks in both groups. Data were collected using a communication skills checklist before and one month after the intervention and analyzed using independent t-test, paired t-test and chi-square and in SPSS-21 software. Results: The mean scores of patient communication skills in the role-playing and lecture-based educational groups were not statistically significant before the intervention (P > 0.05). However, after the intervention, the mean scores of patient communication skills in the students of the role-playing education group (67.38 ± 8.71) were higher compared to students of the lecture-based education group (47.00 ± 12.82) and this difference was statistically significant (p

Background: Clinical education plays a very important role in creating the necessary abilities and skills in the students of medical sciences. Any problem in clinical education complicates the patient safety and quality of health care delivery. In this regard, "continuous evaluation", "educational innovation", and "participatory learning" will contribute to more efficiency, and all the mentioned items can be implemented in gamification. The present study is to design, implement, and evaluate a childbirth protocol training application based on gamification in midwifery students., Methods: This educational scholarship study will focus on all midwifery students entering Babol University of Medical Sciences in 2020 and 2021 during the second semester of the 2023-2024 academic year. The educational intervention will cover six childbirth protocol topics presented through gamification to two groups of midwifery students. Students will complete a demographic and Sibria Sherring's emotional intelligence questionnaire before the intervention, the childbirth protocol knowledge questionnaire and performance checklist at the mother's bedside before and four weeks after the intervention, and the training method satisfaction questionnaire four months' post-intervention. Data will be analyzed using SPSS 28 software with a significance level of less than 5%., Results: This study will involve preparing, teaching, and evaluating six childbirth protocol topics through a game. It is assumed that the findings indicate that the educational method of gamification is better than the lecture method and by increasing the learning rate, the teaching process will be improved and the students will be fully satisfied with the teaching method., Discussion: The effectiveness of the gamification method has been reported in various studies in the education of nurses, cardiopulmonary neurology for students, and health professions for medical students. Therefore, this approach can be effective in the delivery of protocol education for midwifery students. This study was approved by the Ethics Committee of Smart University of Medical Sciences (IR.SMUMS.REC.1402.029) and the study protocol was registered in the Iran Clinical Trial Registry (IRCT20180218038783N7)., Competing Interests: Declarations Ethics approval and consent to participate The study was approved by the Research Ethical Committee of Smart University of Medical Sciences (IR.SMUMS.REC.1402.029). Written informed consent was taken from all the participants. All methods were carried out in accordance with relevant guidelines and regulations. Consent for publication Not applicable. Competing interests The authors declare no competing interests., (© 2024. The Author(s).)

Aim: This study aimed to investigate the impact of bedside case-based learning on critical thinking and capacity for self-directed learning in a group of midwifery students in China., Background: Bedside teaching is a well-established educational tool to improve the clinical practice of medical, nursing, and midwifery students. A new pedagogical approach; bedside case-based learning (BCBL) is an interactive teaching approach involving small-group, student-educator discussion to describe the etiology and management of a patient case. This new approach has been gradually integrated into Chinese midwifery education programs to promote clinical problem-solving skills, knowledge application, teamwork, and collaboration., Design: A quasi-experimental pre-test-post-test group design., Methods: This study used a quasi-experimental pre-test-post-test group design. A convenience sample of 67 third-year students majoring in midwifery at the university were prospectively enrolled in this study. Pre- and post-BCBL class surveys were conducted using the Self-Rating Scale of Self-Directed Learning (SRSSDL) and the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) to assess changes in self-learning and critical thinking abilities before and after the intervention., Results: Following bedside case-based learning, the total scores for self-directed learning capacity and critical thinking increased, although there were no statistically significant differences (P > 0.05)., Conclusions: Although there were no statistically significant differences between pre- and post-test results, students' self-assessed scores in self-directed learning and critical thinking improved between pre- and post-test., Competing Interests: Declarations Ethical approval and consent to participate This study was approved by the Research Ethics Committee at the Nursing School of Zhejiang Chinese Medical University and conducted according to the Helsinki Declaration. Informed consent was obtained from all the participants. Consent for publication Not applicable. Competing interests The authors declare no competing interests., (© 2024. The Author(s).)

Background: Debriefing is the essential element of simulation teaching. Peer-led structured debriefing simulations could be a suitable approach because of the peers' similarity in age and experience to the students. The purpose of this study was to compare the teaching effectiveness of peer-led debriefing versus instructor-led debriefing in high-fidelity simulation scenarios., Methods: The study used a mixed-method approach, integrating quasi-experimental and qualitative components. A total of 88 third-year nursing students were randomly distributed into the instructor-led or peer-led group, with equal sample sizes in both cohorts. The study compared knowledge acquisition, simulation performance, student satisfaction and self-confidence in learning, and debriefing experience between the two groups. In addition, interviews were conducted with students in the peer-led group after the course., Results: The scores of students' simulation performance scale were higher in the peer-led group than in the instructor-led group, and both groups made significant gains in knowledge. The peer-led group and instructor-led group demonstrated similar performance in terms of knowledge, simulated performance, reporting experience, student satisfaction, and learning confidence. The semi-structured interview results indicated that students in the peer-led group expressed approval of peer facilitators., Conclusions: Our study demonstrated that students in the peer-led group showed better performance in the simulation, and both groups demonstrated improved knowledge. Thus, with the premise of peers receiving training, the peer-led simulation teaching method can be regarded as a supplementary strategy for simulation teaching to enrich the form of simulation teaching and improve the effectiveness of simulation teaching., Competing Interests: Declarations Ethics approval and consent to participate The study was approved by the Southern Medical University Biomedical Ethics Committee (No. 2021-033). Participants were informed about the study’s objectives, the confidentiality of their information, and the voluntary nature of their participation. All students provided written informed consent. Consent for publication Not applicable. Competing interests The authors declare no competing interests., (© 2024. The Author(s).)

Background: Nurses are the most involved healthcare professionals in end-of-life care. Although scientific evidence has demonstrated the effectiveness of specific education in this aspect, the optimal timing of its delivery has not been identified., Aim: To determine the characteristics of fear of death and attitudes toward end-of-life care among nursing students during academic education., Design: This longitudinal observational study was conducted between October 2019 and June 2023., Participants: A total of 486 questionnaires were administered to nursing students from two Spanish faculties., Methods: A data collection sheet was developed to track various sociodemographic variables, which was distributed along with the Collett-Lester Fear of Death Scale and the Frommelt Attitude Toward Care of the Dying scale., Results: In the Frommelt Attitude Toward Care of the Dying scale, the lowest score for Factor I was observed in the third year (F(3,228) = 153.5, p < 0.001) and for Factor II in the second year (χ2(3) = 186.45, p < 0.001). The best attitude was demonstrated in the final academic year, with statistically significant differences. On the Collett-Lester Fear of Death Scale, the highest fear, both in the overall score and in all four factors, was noted in the first year and the lowest in the final year. We found a significant effect of time on the total score (F(3,300) = 7.43, p < 0.001), with differences observed between the first and other years (p < 0.001). The same pattern was found in Factor 3, fear of the death of others (F(3,300) = 18.7, p < 0.001), and in Factor 4, fear of dying of others., Conclusions: It is suggested that education be provided on fear of death in the first year, person- and family-centered care in the second year, and end-of-life care in the third year, with interventions lasting more than two months., Competing Interests: Declaration of competing interest None., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: Evidence-based practice (EBP) lowers costs, guarantees staying current with new technology and abilities, and enables the provision of high-quality care. Evidence-based practice (EBP) considered the foundation for safe patient care., Aim: is to validate and carry out the linguistic-cultural adaptation of the S-EBPQ for the Arabic language., Design: A methodological study design was used., Method: There were two primary stages: translation and validation. Three experts reviewed the contents during the translation and validation in order to ensure their relevancy. 15 nursing students conducted face validation to confirm the produced items' clarity and understandability. Reliability assessment was achieved by conducting a pilot study on 72 nursing students. Ethical approval was taken. For statistical analysis, SPSS software was used. The internal reliability of the questionnaire was evaluated using Cronbach's Alpha. The Pearson Correlation was used to test the relationship between the student's score on the questionnaire and their age and gender., Results: The Scale-Content Validity Index was 0.90; Cronbach's Alpha value was 0.963. Students in face validation phase confirmed that wording, clarity, and understandable language of the items were achieved. The Mean of students total score was 80.2 (SD = 21.5). Pearson test revealed that there was a weak positive correlation between students' scores and age R = 0.320 (p = 0.001). Also, it demonstrated that there was no correlation between the students' scores and the gender R =-0,028 (p = 0.817)., Conclusion: The Arabic version of the S-EBPQ generally had a solid structure and it demonstrated high validity and reliability. The questionnaire could be used in future studies., (© 2024. The Author(s).)